在學習英語時，與閱讀、聆聽、寫作這三種技巧相比，口語能力是語言學習中最難精通的。要解決這個問題，需要提高語言學習者使用英語溝通的動機，在不斷的練習下，才能換來輕鬆自如的口語能力。在這種情形下，以英語為授課語言 (English as a medium of Instruction) 是一種針對上述問題的可行教學模式，可以有效提高學生的英語能力，尤以口語能力的提升最為顯著。在以英語為授課語言的課堂中，學生們會習得英語的專業術語並用英語來進行溝通，表達他們的想法，使增進英語溝通能力。在本研究中，研究者採用了問卷以及訪談的方式來調查大學生他們在以英語為授課語言的課程中所遇到的困難和他們如何使用一些學習策略來應對這些困難。根據本研究的結果發現以英語為授課語言的課程可以提高大學生他們在課堂上講英語的動機，儘管他們可能在課堂上會遇到一些困難例如是面對專業術語和表達與組織上的問題等等，但他們會使用一些學習策略譬如是畫重點、團體合作、重讀等等來提升自己的動機，而且課堂上的教學活動小組討論、以學生為中心的活動和個人演講也激發他們說英語的動機，從而增進他們的英語口語能力。

In comparison to the other three language skills in English, speaking is the most difficult for language learners to master. However, language learners must address this issue before improving their motivation to speak English in order to communicate with others effortlessly and confidently. In this context, English-Medium Instruction (EMI) is a viable instructional approach for improving students’ language skills, particularly in speaking. During classroom activities, students may acquire specialized terminology and articulate their thoughts in English, which, in turn, allows them to become excellent communicators. In this study, 101 university students were selected to investigate the impediments they experienced and how they dealt with them by utilizing their own learning techniques, among other things through the questionnaire. The interview procedure would involve 11 of the 101 participants. They appeared to have a high level of motivation in EMI classes, even though they may be having some difficulty. They would employ learning tactics to keep themselves motivated, and the teaching activities had a positive impact on their desire to speak English. According to the major findings, deploying EMI classrooms can boost participants’ eagerness to speak English in class, including using learning strategies on their own and employing educational activities to pique their interest.

Abstract i
Chinese Abstract iii
Acknowledgments iv
Table of Contents v
List of Tables x
List of Figure xii
Chapter One 1
Introduction 1
1.1 Background of the Study 1
1.2 Statement of the Problem 3
1.3 Purpose of the Present Study 4
1.4 Significance of the Study 5
1.5 Research Questions 6
1.6 Definition of Terminology 7
Chapter Two 10
Literature Review 10
2.1 Motivation in Second Language Learning 11
2.2 The Phenomenon of EMI Courses in Taiwan 12
2.3 Learning Strategies Used by College Students in EMI Classrooms 13
2.4 Students’ Eloquence in EMI Courses 14
2.5 The Challenges of Implementing EMI in Taiwan 16
2.6 Literature Gap 17
Chapter Three 20
Methodology 20
3.1 Types of Methods 20
3.2 Research Setting 21
3.3 Research Participants 21
3.4 Research Instruments 22
3.5 Research Procedure 26
3.6 Data Analysis 28
Chapter Four 31
Data Analysis 31
4.1 Questionnaire 31
4.1.1 The Motivation of Students to Attend EMI Courses (Q3-12) 32
4.1.2 Challenges/Difficulties Faced by Students in EMI Courses (Q13-17) 39
4.1.3 Learning Strategies/Methods Used by Students in EMI Courses to Help English Speaking (Q18-24) 40
4.1.4 The Use of Activities Designed by Teachers for Students in the EMI Classrooms (Q25-29) 49
4.2 Interview Protocol 53
4.2.1 The Reasons for Choosing EMI Courses (Q1) 55
4.2.2 The Rate of Speaking English in EMI Classes (Q2) 59
4.2.3 The Perspectives of Studying an EMI Courses (Q3) 61
4.2.4 The Challenges or Difficulties of EMI Courses (Q4) 64
4.2.5 Learning Strategies Used by the Participants (Q5) 68
4.2.6 The Students’ Perceptions of Teaching Activities Used in EMI Classes (Q6, Q9) 71
4.2.7 Teachers’ Encouragement in EMI Classes (Q7-Q8) 79
Chapter Five 86
Discussion of Findings 86
5.1 The Challenges of Attending EMI Classrooms by the Participants 86
5.1.1 Difficulties Resulting from Specialized Vocabulary 87
5.1.2 Concerning the English Proficiency of Either the Educators or Students 87
5.2 Employing the Learning Strategies to Motivate Students Themselves 88
5.2.1 Using “Highlighting” in the Learning Environment 89
5.2.2 Using “Repetition” in the Learning Environment 90
5.2.3 Using “Self-assessment” in Improving the Students’ English Performance 90
5.2.4 Additional Tool for Helping to Learn 91
5.3 Students’ Perceptions in EMI Classrooms 92
5.3.1 Students Being Motivated in EMI Classrooms 93
5.3.2 The University Students’ Perceptions of Teaching Activities in the EMI Classrooms 94
5.3.3 “Group Discussion” Used in the Learning Classrooms 95
5.3.4 “Student-centered” activities Used in the Learning Classrooms 96
5.3.5 Using “Personal Speech” to Enhance Oral Performance 96
Chapter Six 99
Suggestions and Conclusion 99
6.1 Suggestions 99
6.2 Limitations of the Study & Issues for Further Studies 101
6.3 Summary of the Study 102
References 104
Appendix A 120
Appendix B 125
Appendix C 126
Appendix D 127

Airey, J. (2011). Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language. Ibérica, 22, 35–54.
Airey, J. (2012). “I don’t teach language”: The linguistic attitudes of physics lecturers in Sweden. AILA Review, 25, 64-79. DOI: https://doi.org/10.1075/aila.25.05air
Airey, J. (2020). The content lecturer and English-medium instruction (EMI): epilogue to the special issue on EMI in higher education. International Journal of Bilingual Education and Bilingualism, 23(3), 340-346. DOI: https://doi.org/10.1080/13670050.2020.1732290
Al Hakim, M. A. (2021). Revealing the Potential Impacts of English-Medium Instruction (EMI) in Indonesian Higher Education Context. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 9(2), 461-472. DOI: 10.24256/ideas.v9i2.2343
Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30.
Ammon, U., & McConnell, G. D. (2002). English as an academic language in Europe. Frankfurt am Main: Peter Lang.
An, J., & Thomas, N. (2021). Students’ beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China. Linguistics and Education, 65, 100972. DOI: https://doi.org/10.1016/j.linged.2021.100972
Barnard, A. (2017). What are the Benefits of Public Speaking?
Retrieved from: https://virtualspeech.com/blog/what-are-the-benefits-of-public-speaking
Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education evidence from Japan. Journal of Studies in International Education, 20(6), 339-356. DOI: https://doi.org/10.1177/1028315316647165
Brianna, H. (2018). Top 15 Problem Solving Activities for Your Team to Master.
Retrieved from: https://www.wrike.com/blog/top-15-problem-solving-activities-team-master/
Brown, H., & Bradford, A. (2017). EMI, CLIL, & CBI: Differing approaches and goals. Transformation in language education. Tokyo: JALT
Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011). English-medium teaching in Korean higher education: Policy debates and reality. Higher Education, 62(4), 431-449. DOI: https://doi.org/10.1007/s10734-010-9397-4
Cambridge English, (2021). How to increase motivation to learn English.
Retrieved from: https://www.cambridgeenglish.org/learning-english/parents-and-children/information-for-parents/tips-and-advice/how-to-increase-motivation-to-learn-english/
Cashen, V. M., & Leicht, K. L. (1970). Role of the isolation effect in a formal educational setting. Journal of Educational Psychology, 61, 484–486.
Chan, R. L. Y. (2007). Context and impact of medium of instruction on attitudes, motivation and academic performance: Secondary school children in Hong Kong (Doctoral dissertation, Durham University).
Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 53-82. DOI: 10.6706/TIESPJ.2010.2.1.3
Chapple, J. (2015). Teaching in English Is Not Necessarily the Teaching of English. International Education Studies, 8(3), 1-13. DOI: 10.5539/ies.v8n3p1
Chen, Y. L. E., & Kraklow, D. (2015). Taiwanese college students’ motivation and engagement for English learning in the context of internationalization at home: A comparison of students in EMI and Non-EMI programs. Journal of studies in International Education, 19(1), 46-64. DOI: https://doi.org/10.1177/1028315314533607
Chou, I. C. (2016). Helping students learn in EMI courses using reciprocal teaching: A case study of a Taiwan university. Asian Education Studies, 1(2), 37. DOI: https://doi.org/10.20849/aes.v1i2.57
Chuang, Y. Y. (2010). A study of Taiwanese technical college students’ affective reactions to speaking English in the EFL classroom. Journal of National Huwei University of Science & Technology, 29(1), 75-94.
Corrales, K. A., Rey, L. A. P., & Escamilla, N. S. (2016). Is EMI enough? Perceptions from university professors and students. Latin American Journal of Content & Language Integrated Learning, 9(2). DOI: https://doi.org/10.5294/7094
Dearden, J. (2015). English as a medium of instruction—A growing global phenomenon.
Dearden, J. & Spain, T. (2021). What is English Medium Instruction?
Retrieved from: https://www.oxfordemi.co.uk/What-is-English-Medium-Instruction-EMI-Internationalisation
Debois, S. (2019). 10 Advantages and Disadvantages of Questionnaires.
Retrieved from: https://surveyanyplace.com/questionnaire-pros-and-cons/
EDUCBA. (2020). What is SPSS?
Retrieved from: https://www.educba.com/what-is-spss/
English-at-home.com. (2022). 4 Ways That Repetition Leads To Perfection.
Retrieved from: https://english-at-home.com/repetition/
Evans, S. (2017). English in Hong Kong higher education. World Englishes, 36(4), 591-610. https://doi.org/10.1111/weng.12238
Fauzi, I. (2017). Improving students’ speaking ability through small-group discussion. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 130-138. DOI: 10.22236/JER_Vol2Issue2
Fox, N. (2009). Using interviews in a research project. The NIHR RDS for the East Midlands/Yorkshire & the Humber, 26.
Galloway, N., & Rose, H. (2021). English medium instruction and the English language practitioner. ELT Journal. 75(1), 33-41. DOI: https://doi.org/10.1093/elt/ccaa063
Georgina, P. S. H. (2021). Universities students’ perspective on the use of English as a Medium of Instruction (EMI) in the classroom (Doctoral dissertation, UTAR).
Heathfield, S. M. (2020). What Is an Icebreaker?
Retrieved from: https://www.thebalancecareers.com/what-is-an-ice-breaker-1918156
Hellekjær, G. O. (2010). Lecture comprehension in English-medium higher education. HERMES-Journal of Language and Communication in Business, (45), 11-34. DOI: https://doi.org/10.7146/hjlcb.v23i45.97343
Hsu, W. (2021). Potential Vocabulary Growth in EMI Programs: The Cases of Accounting and Civil Engineering in Taiwanese EFL context. JET (Journal of English Teaching), 7(3), 300-314. DOI: https://doi.org/10.33541/jet.v7i3.3118
Hu, W. C., & Hsu, S. T. (2016). The effectiveness of using computer technology to strengthen English as a medium of instruction courses in Taiwan tertiary education. In 2016 3rd International Conference on Systems and Informatics (ICSAI) (pp. 476-481). IEEE. DOI: 10.7146/hjlcb.v23i45.97343
Iyobe, B., & Lia, J. (2013). CLIL to what degree: A trial in English-medium education at a Japanese university-Is it CLIL or not. Asian EFL Journal, 15(4), 372-381.
Jamrus, M. H. M., & Razali, A. B. (2019). Using Self-Assessment as a Tool for English Language Learning. English Language Teaching, 12(11), 64-73. DOI:10.5539/elt.v12n11p64
Kim, A., Son, Y. D., & Sohn, S. Y. (2009). Conjoint analysis of enhanced English Medium Instruction for college students. Expert Systems with Applications, 36(6), 10197-10203. DOI: https://doi.org/10.1016/j.eswa.2009.01.080
King, J. (2013). Silence in the second language classrooms of Japanese universities. Applied Linguistics, 34(3), 325-343. DOI: https://doi.org/10.1093/applin/ams043
Köksal, D., & Tercan, G. (2019). English as medium of instruction and international posture: From the perspective of students. Journal of Language and Linguistic Studies, 15(1), 362-375. DOI:10.17263/jlls.547763
Kung, F. W. (2017). Teaching and Learning English as a Foreign Language in Taiwan: A Socio-Cultural Analysis. Tesl-ej, 21(2), n2.
Li, N., & Wu, J. (2018). Exploring assessment for learning practices in the EMI classroom in the context of Taiwanese higher education. Language Education & Assessment, 1(1), 28-44. DOI: https://doi.org/10.29140/lea.v1n1.46
Lin, A. M. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74-89. DOI: https://doi.org/10.1080/07908318.2014.1000926
Lin, L. H., & Morrison, B. (2010). The impact of the medium of instruction in Hong Kong secondary schools on tertiary students’ vocabulary. Journal of English for Academic Purposes, 9(4), 255-266. DOI: https://doi.org/10.1016/j.jeap.2010.09.002
Lucy, C. (2018). MythBusters: Highlighting helps me study.
Retrieved from: https://www.psychologyinaction.org/psychology-in-action-1/2018/1/8/mythbusters-highlighting-helps-me-study
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76. DOI: https://doi.org/10.1017/S0261444817000350
McCombes, S. (2019). How to do a case study.
Retrieved from: https://www.scribbr.com/methodology/case-study/
McLeod, S. (2019). Case Study Method
Retrieved from: https://www.simplypsychology.org/case-study.html
McLeod, S. (2019). Sampling Method.
Retrieved from: https://www.simplypsychology.org/sampling.html
McMillan, A. C. (2020). Student-Centered Learning Strategies.
Retrieved from: https://www.teachhub.com/teaching-strategies/2020/07/student-centered-learning-strategies/
Menéndez, M. J. R., Grande, E. U., Sánchez, P. L., & Camacho-Miñano, M. M. (2018). Motivation and learning strategies in accounting: Are there differences in English as a medium of instruction (EMI) versus non-EMI students? Spanish Accounting Review, 21(2), 128-139. DOI: https://doi.org/10.1016/j.rcsar.2017.04.002
MindTools. (n.d.). Review Strategies Boosting Long-Term Learning.
Retrieved from: https://www.mindtools.com/pages/article/newISS_05.htm
Ministry of Education. (2007). Education in Taiwan 2007: Higher education.
Ministry of Education. (2018). Implement in Full Scale Bilingualization of Taiwan’s Educational System; Cultivate Bilingual Talents to Bring Taiwan to the World. Retrieved from: https://english.moe.gov.tw/cp-117-21632-46F55-1.html

National Development Council. (n.d.). Bilingual 2030.
Retrieved from: https://www.ndc.gov.tw/en/Content_List.aspx?n=BF21AB4041BB5255
Nikitina, L., Mohd, D. Z., & Cheong, S. L. (2016). Construction and validation of a questionnaire on language learning motivation. Zbornik Instituta za Pedagoska Istrazivanja, 48(2), 284-300. DOI: 10.2298/ZIPI1602284N
Polo, F. J. F., & Varela, M. C. (2009). English for research purposes at the University of Santiago de Compostela: A survey. Journal of English for Academic Purposes, 8(3), 152-164. DOI: https://doi.org/10.1016/j.jeap.2009.05.003
Pun, J., & Jin, X. (2021). Student challenges and learning strategies at Hong Kong EMI universities. Plos one, 16(5), e0251564. DOI: https://doi.org/10.1371/journal.pone.0251564
Puspitasari, D., Weng, C., & Hsieh, Y. F. (2020). English Medium Instruction in Taiwan: From the Perspective of International Students as Thesis Writer. International Journal of Language Education, 4(2), 194-208. https://doi.org/10.26858/ijole.v4i2.12930

 
Oxford Training. (n.d.). What is English Medium Instruction?
Retrieved from: https://www.oxfordemi.co.uk/What-is-English-Medium-Instruction-EMI-Internationalisation
QuestionPro. (n.d.). Types of Interviews in Research and Methods.
Retrieved from: https://www.questionpro.com/blog/types-of-interviews/
Ratna, A. S. (2017). Controversy behind applying EMI (English as the Medium of Instruction) among EFL students. Advances in Social Science, Education and Humanities Research (ASSEHR), 82(9), 58-63.
Rebeca. (2021). Three easy ways to use the preview view review strategy in your classroom.
Retrieved from: http://theduallanguagehero.com/preview-view-review-strategy/
Redford, K. (n.d.). Strategy instruction: What you need to know.
Retrieved from: https://www.understood.org/en/articles/what-is-strategy-instruction?_sp=2f4254d4-4eff-4757-a21a-3dd9fbc59c76.1654163138128#Benefits_for_students_
Rose, H., & McKinley, J. (2018). Japan’s English-medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129. DOI: https://doi.org/10.1007/ s10734-017-0125-1
Sharaby, L. R. (2018). Examining the Use of EMI in Primary and Secondary English Classes in Taiwan: Reflections on Participation in the WWU/NTNU Cloud Project.
Siddiqui, K. A., Syed, H., & Sahito, Z. (2021). Challenges and Strategies of University Students in English-medium Instruction (EMI) Classes: A case study. Foro Educacional, 9-25. DOI: https://doi.org/10.29344/07180772.36.2544
Surma, T., Camp, G., & Kirschner, P. (2019). LESS IS MORE: HIGHLIGHTING AS LEARNING STRATEGY.
Retrieved from: https://3starlearningexperiences.wordpress.com/2019/01/08/less-is-more-highlighting-as-learning-strategy/
Syzdykbayeva, R. (2017). Students’ attitudes and perceptions of content and language integrated learning in a secondary school. URI: http://nur.nu.edu.kz/handle/123456789/2576
Talaue, F. G., & Kim, M. K. (2020). Investigating the advantages of English Medium Instruction (EMI) in the Indonesian workplace. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 321-334.
Tang, K. N. (2020). Challenges and Importance of Teaching English as a Medium of Instruction in Thailand International College. Journal of English as an International Language, 15(2), 97-118.
Terada, C. (2021). Highlighting Is Ineffective—Here’s How to Change That.
Retrieved from: https://www.edutopia.org/article/highlighting-ineffective-heres-how-change
The Bell Foundation. (2021). Great Idea: Collaborative Activities.
Retrieved from: https://www.bell-foundation.org.uk/eal-programme/guidance/effective-teaching-of-eal-learners/great-ideas/collaborative-activities/
The Editor Team. (2020). 5 Problem-Solving Activities for the Classroom.
Retrieved from: https://resilienteducator.com/classroom-resources/5-problem-solving-activities-for-the-classroom/
Tsui, C. (2018). Teacher efficacy: A case study of faculty beliefs in an English-medium instruction teacher training program. Taiwan Journal of TESOL, 15(1), 101-128. DOI: 10.30397/TJTESOL.201804_15(1).0004
Tsuneyoshi, R. (2005). Internationalization strategies in Japan: The dilemmas and possibilities of study abroad programs using English. Journal of Research in International Education, 4(1), 65-86. DOI: https://doi.org/10.1177/1475240905050291
Tuan, N. H., & Mai, T. N. (2015). Factors affecting students' performance at Le Thanh Hien high school. Asian Journal of Educational Research, 3(2), 8-23. DOI: https://doi.org/10.33369/jeet.3.1.95-105
University of North Carolina of Learning Center. (2022). Highlighting.
Retrieved from: https://learningcenter.unc.edu/tips-and-tools/using-highlighters/
Webb, V. (2002). English as a second language in South Africa's tertiary institutions: a case study at the University of Pretoria. World Englishes, 21(1), 49-61. DOI: https://doi.org/10.1111/1467-971X.00231
Yeh, C. C. (2014). Taiwanese students’ experiences and attitudes towards English-medium courses in tertiary education. RELC journal, 45(3), 305-319. DOI: 10.1177/0033688214555358
Yıldız, M., Soruç, A., & Griffiths, C. (2017). Challenges and needs of students in the EMI (English as a medium of instruction) classroom. Konin Language Studies, 5(4), 387-402. DOI: 10.30438/ksj.2017.5.4.1
Yoshimura, Y., & MacWhinney, B. (2007). The effect of oral repetition on L2 speech fluency: An experimental tool and language tutor. In Workshop on Speech and Language Technology in Education.