| 英文摘要 |
This study examines student perspectives on English medium instruction （EMI） for a subject course in a university in Northern Taiwan. Thirty-seven non-English major students, with mixed English proficiency levels enrolled in this course. In this study, Vygotsky’s sociocultural theory was adopted in designing and implementing this subject course, in which a variety of group work was utilized to maximize students’ interactive communication with the instructor and their peers. Student perspectives and reactions with this course were investigated from the following aspects： 1） their perceived understanding of content knowledge, 2） their perceived progress in linguistic knowledge, 3） the difficulties encountered and coping strategies while taking this course, 4） their overall satisfaction with this EMI subject course. Quantitative and qualitative data from questionnaires and semi-structured interviews were collected. The results indicated students’ positive feedback regarding their gains in both content knowledge and linguistic ability. Some students reported difficulties in comprehending the linguistic input, either with the EMI lecture or the textbook, and/ or in producing comprehensible output in oral presentations. The group project was reported as an effective medium in helping students with their learning in this EMI course. Overall, students had a relatively high level of satisfaction with this subject course. Other findings, suggestions and pedagogical implications are discussed in this paper. |
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