Abstract
Abstract In many countries, English-medium instruction (EMI) courses have become a requirement for universities to maintain their competitive global rankings. This study reports on a three-year EMI program in the Department of Mechanical Engineering at a national university in Taiwan. A total of 63 students participated in the study. Both quantitative and qualitative data were collected, including measures targeting students’ English proficiency, language learning beliefs, classroom anxiety, self-efficacy, content course grades, and interview data from four faculty members. The t-tests indicate that students’ English proficiency significantly improved from their freshman year to their sophomore year but then tapered off in their junior year. Multiple regression analyses show that students’ self-efficacy remained the strongest predictor of the content learning outcomes, overriding the English proficiency. Interview data show that, after navigating the initial language impact and adapting to the EMI environment, students were better able to focus on the content learning due to enhanced self-efficacy. The qualitative data provide enriched contexts to support the statistical findings, against the backdrop of the 2030 Bilingual Policy, initiated in 2018 by Taiwan’s National Development Council to build a bilingual society by 2030. Finally, pedagogical implications and future research endeavors are also discussed.
Published Version
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