運輸管理系大學生選修英語授課運輸課程意願之研究：一個中觀個案分析與啟發

TRANSPORTATION MANAGEMENT UNDERGRADUATES' WILLINGNESS TO CHOOSE EMI TRANSPORTATION COURSES: A MESOSCOPIC CASE ANALYSIS AND INSPIRATIONS

在全球化趨勢及教育部雙語政策引導下，國內運輸管理校系順應推動運輸課程英語授課（English-medium instruction, EMI），每年約有60門EMI科目、千餘人次修課，且數量持續增加。本研究參考Bandura及Ellis的認知與行為理論，將EMI課程視為觸發事件（Activating event），受到個人因素（Personal factors）及外部環境（Environment）影響，導致不同的選課結果（Consequence），稱為APEC架構。研究對象為某大學運輸管理系104學年入學生，以資料驅動思維，擷取該校的校務研究資料庫數據，搭配英文檢定實測與自評結果，釐清114位有效學生樣本之EMI選課影響因素。研究結果顯示，性別、國籍、本國生的戶籍區域、雙主修或輔系、個人主觀認知等因素，造成EMI選課數量有若干差異，但未達顯著水準；另藉由檢視各種主觀認知群組的客觀行動表現得知，EMI修課數量提升關鍵之一是學生兼具正向思考與積極行動。文末輔以兩項指標評比各運輸校系EMI發展狀況，提出EMI課程規劃之分期推動建議。

In light of prevailing globalization trends and the bilingual policy of the Ministry of Education, local transportation management departments have actively advocated the implementation of English-medium instruction (EMI) in their transportation courses. The annual enrollment of over a thousand students across approximately 60 subjects underscores a sustained upward trajectory. Drawing on the cognitive and behavioral theory articulated by Bandura and Ellis, this study conceives EMI courses as activating events (A), subject to influence from personal factors (P) and the external environment (E), thereby resulting in diverse consequences of EMI course selection (C), collectively designated as the APEC framework. The research targeted incoming students of the 2015 academic year within the transportation management department of a university. Employing a data-driven approach, the study harnessed the institutional research database, alongside English proficiency test outcomes and self-assessments, to discern the determinants shaping EMI course selection among 114 valid student samples. Findings indicated that variables such as gender, nationality, the residential registration area of domestic students, dual majors or minors, and individual subjective perceptions contributed to variations in the average number of EMI course selection, albeit without attaining statistical significance. Through an analysis of the objective performance across distinct subjective perception groups, the study inferred that a pivotal factor in augmenting the uptake of EMI courses lies in students exhibiting positive cognitive outlooks and proactive engagement. The study concludes by comparing the EMI development of local transportation departments using two indicators and proposes phased recommendations for the strategic planning of EMI courses.