大學生修習全英文授課課程的動機與學習經驗之個案研究

A Case Study of the Motivations and Learning Experiences of College Students of Taking English-Medium Instruction

本研究旨在探討個案大學生對修習全英語課程的動機與學習經驗，藉此瞭解其修習全英語課程的成效、遭遇困難時因應方式以及對全英語課程的期許，並提供未來大學全英語課程規劃與改善的建議。本研究採半結構式訪談法蒐集資料，研究結果如下：一、修習全英語課程的動機包括：1.對英語的興趣；2.維持自身英語的程度、語感；3.對未來雙語師資生涯作準備；4.增加英文專業知識；5.選課學分需要。二、修習全英語授課課程的成效，與自己本身具備的英語程度、上課態度或是多次修習全英語經驗而有明顯不同。三、修習全英語課程遭遇困難的因應方式，包括詢問授課教師、使用線上辭典、詢問同儕、透過同儕討論方式與課前預習、課後複習等方式。四、對全英語課程的期許：1.在學生自身方面：加強自己的英文程度；2.在教師方面：學生希望授課教師能接受專業訓練提升專業知識、運用多元教學法以及改善口音；3.課程規劃與教材方面：全英語課程規劃可以循序漸進，學生具備英語基礎後，再逐漸推廣至專業課程。此外，教師可提供完善的教材，讓學習更具效率。4.全英語課程時數規劃與人數限制方面：全英語課程每學期一門課已足夠，人數不宜過多，讓教師可以兼顧每個學生的學習。5.外籍師資協同教學方面：牽涉學科專業知能的部分，外師資格與授課課程應接受審核，以保障學生學習權利。

The purpose of this study is to explore the motivations and learning experiences of college students who took English-Medium Instruction (EMI) courses in order to understand their performance, responses to learning difficulties, and expectations of EMI courses, with the aim of providing suggestions for the development and improvement of EMI courses in the future. Semi-structured interviews were employed to collect data. The results of the study are as follows. First, the students’ motivations include (i) interests in English, (ii) maintaining their English proficiency and language intuition, (iii) preparations for future bilingual teaching careers, (iv) increasing English expertise, and (v) meeting course credit requirements. Second, the performance of the students in EMI courses varies in their English proficiency levels, attitudes in the classroom, or exposure to EMI courses. Third, the students’ responses to difficulties include asking their lecturers questions, using online dictionaries, asking peers for clarification, as well as previewing and reviewing through peer discussions. Fourth, expectations of the EMI courses from students: (i) regarding students themselves, they hope to enhance their English proficiency; (ii) regarding teachers, students hope that the teachers are willing to receive professional training to develop their expertise, integrate multiple teaching methods, and improve their accents; (iii) regarding curriculum planning and teaching materials, the former can be designed in a way such that the students’ learning can be continually promoted to professional levels after they have reached a decent command of English, while in the latter, the teachers can provide a package of quality teaching materials tailored to improve their students’ learning efficacy; (iv) regarding curriculum hours and class size, an EMI course per semester suffices and the number of students in EMI courses has to be limited so that the teachers are capable of taking students’ individual learning into account; (v) regarding team teaching with foreign teachers, as the students’ learning rights must be protected, it is imperative that foreign teachers have to be qualified in their teaching fields which involve their professional competence.