臺灣高等教育全英語教學的挑戰：學習者的心聲

The Challenges of English-Medium Instruction in Taiwanese Higher Education: Voices of Learners

全英語教學（EMI）是非英語系國家高等教育國際化的重要項目。臺灣近年推行雙語計畫，大力提倡EMI。學習者的經驗可反映出教學成效與政策執行面的問題，本研究透過2019至2020年及2024年90位EMI本籍學生的焦點團體訪談，反映學習者對EMI的看法及實際經驗。研究發現，學生參與EMI的主要動機是語言學習，普遍認為EMI課程有助於語言能力提升。然亦對教師語言能力有高度期待，且因期待落差而造成負面感受。一些參與者表示EMI教師教學方法偏重講述式且進度相對緩慢，部分教師以L1輔助教學以提升教學成效。建議政府精確定位EMI；加強非考試導向的英語教育；並藉由提供誘因、增加開課彈性、擴充學習資源及設立品保機制等以增進EMI教學成效。

English Medium Instruction (EMI) is a significant aspect of the internationalization of higher education in non-English-speaking countries. In recent years, Taiwan has implemented a bilingual policy, vigorously promoting EMI. Learners’experiences can reflect the effectiveness of teaching and the issues with policy implementation. This research, through focus group interviews with 90 local EMI students from 2019 to 2020 and in 2024, reflects learners’views and actual experiences with EMI. The research found that the primary motivation for students participating in EMI was language learning, and they have positive experiences in this aspect. However, there are high expectations for teachers’language abilities, and a gap in expectations has led to negative feelings. Some participants indicated that EMI teachers’teaching methods are lecture-heavy and the pace is relatively slow, with some teachers using L1 to assist teaching to enhance effectiveness. It is recommended that the government precisely position EMI, strengthen non-exam-oriented English education, and improve EMI teaching effectiveness by providing incentives, increasing course flexibility, expanding learning resources, and establishing quality assurance mechanisms.