Research Article

Improvement Difference in Learning by Gender, Overseas Study Intention, and English Proficiency Level Using English Medium Instruction

Chen-Lin Lo 1, Chen Li Huang 2 *
More Detail
1 Foreign Language Education Center, Kaohsiung University of Science and Technology, Kaohsiung 805, Taiwan2 Department of Education, National Taitung Univerisity, Taitung 950, Taiwan* Corresponding Author
International Journal of Social Sciences and Artistic Innovations, 5(1), March 2025, 0003, https://doi.org/10.35745/ijssai2025v05.01.0003
Submitted: 01 October 2024, Published: 18 March 2025
OPEN ACCESS   44 Views   43 Downloads
Download Full Text (PDF)

ABSTRACT

We examined the effects of English Medium Instruction (EMI) on learning outcomes among technical university students in Taiwan, focusing on variations across gender, overseas study intention, and English proficiency levels. 109 students were included in a survey of this study. A chi-square test was conducted to explore differences in reading, listening, speaking, and vocabulary in  English. Significant improvements in listening and speaking skills across all groups were observed without substantial differences in learning outcomes by gender or previous English proficiency levels. Students with overseas study intention showed more advancements in communicative skills, underscoring the need for EMI curricula to align with the student's academic and professional development. Tailored instructional strategies and comprehensive writing courses are necessary to enhance the EMI’s effectiveness for college students. Through appropriate policy, practice, and research, EMI can meet diverse student needs and enhance their global competencies in Taiwan’s higher education.
Keywords: Technical university, English-medium instruction, Learning result, 4R, Gender

CITATION (APA)

Lo, C.-L., & Huang, C. L. (2025). Improvement Difference in Learning by Gender, Overseas Study Intention, and English Proficiency Level Using English Medium Instruction. International Journal of Social Sciences and Artistic Innovations, 5(1), 0003. https://doi.org/10.35745/ijssai2025v05.01.0003

REFERENCES

  1. Arora, N.K., and Mishra, I. (2019). United Nations Sustainable Development Goals 2030 and environmental sustainability: race against time. Environmental Sustainability, 2(4), 339–342.
  2. Boonsuk, Y., and Fang, F. (2023). Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad. Language and Education, 37(3), 271–287.
  3. Bukve, T. (2020). Respondents’ perspectives on English medium instruction within higher education. Apples: Journal of Applied Language Studies, 14, 7–24. https://doi.org/10.17011/apples/urn.202002272211.
  4. Carlsen, L., and Bruggemann, R. (2022). The 17 United Nations’ sustainable development goals: A status by 2020. Global Journal of Sustainable Development and World Ecology, 29(3), 219–229.
  5. Chang, C. (2012). Investigating Taiwanese Technological University Students’ Beliefs about English Language Learning. Journal of National Formosa University, 31, 61–78. https://doi.org/10.6425/JNHUST.201209.0061.
  6. Chang, T.S., Haynes, A.M., Boonsathirakul, J., and Kerdsomboon, C. (2023). A comparative study of university students’ ‘English as medium of instruction’ experiences in global faculty-led classrooms in Taiwan and Thailand. Higher Education, 86(6), 1341–1362.
  7. Chung, C.L., and Lo, M.L. (2021). Do university EMI courses inevitably lead to worse teaching evaluations-A longitudinal case study. Journal of Educational Research and Development, 17(3), 41–70.
  8. Council of Europe. (2020). Common framework of reference for langauge: Learning, teaching, assessment: Companion volume with new descriptors. Strasbourg, France: Council of Europe Publishing.
  9. Doiz, A., and Lasagabaster, D. (2020). Dealing with language issues in English-medium instruction at university: A comprehensive approach. Global Journal of Bilingual Education and Bilingualism, 23(3), 257–262.
  10. Doran, M., and Rieker, J. (2024). Supporting Faculty Development in English as A Medium of Instruction (EMI): Insights from a Faculty Certificate Program in Taiwan. In INTED 2024 Proceedings. Valencia, Spain: 4–6 March, 2024. (pp. 2289-2296).
  11. Farias, S. (2016). Why in English? Lingua Franca in Academic Publication. Brazilian Administration Review, 13, 1–4.
  12. Gupta, K.C.L., and Lin, A.M. (2023). English-medium instruction (EMI) in higher education in Taiwan: A review and critical reflection on why, how, and for whom. In Policies, Politics, and Ideologies of English-Medium Instruction in Asian Universities, London, UK: Routledge. 63–76.
  13. Hua, T.L. (2019). Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives. Latin American Journal of Content and Language Integrated Learning, 12(2), 321–340.
  14. Huang, D. (2015). Exploring and Assessing Effectiveness of English Medium Instruction Courses: The Students’ Perspectives. Procedia - Social and Behavioral Sciences, 173, 71–78. https://doi.org/10.1016/J.SBSPRO.2015.02.033.
  15. Huang, Y.P. (2012). Design and implementation of English-medium courses in higher education in Taiwan: A qualitative case study. English Teaching and Learning, 36(1), 1–51.
  16. Huang, Y.-P. (2018). Learner Resistance to English-Medium Instruction Practices: A Qualitative Case Study. Teaching in Higher Education, 23(4), 435–449. http://search.ebscohost.com/login.aspx?direct=trueanddb=ericandAN=EJ1173211andlang=zh-twandsite=ehost-live
  17. Huang, Y.P., and Jhuang, W.-T. (2015). Affordance of English-Medium Instruction Contexts in Taiwan. Taiwan Journal of TESOL, 12(1), 1–34.
  18. Lin, T., and Lei, J. (2021). English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability. SAGE Open, 11. https://doi.org/10.1177/21582440211061533.
  19. Macaro, E., Curle, S., Pun, J., An, J., and Dearden, J. (2017). A systematic review of English medium instruction in higher education. Language Teaching, 51, 36–76. https://doi.org/10.1017/S0261444817000350.
  20. Mahmud, M., and Nur, S. (2018). Exploring students’ learning strategies and gender differences in English language teaching. Global Journal of Language Education, 2, 51–64.
  21. McKinley, J., and Rose, H. (2022). English language teaching and English-medium instruction: Putting research into practice. Journal of English-Medium Instruction, 1(1), 85–104.
  22. Ministry of Education. (2018). Technical and vocational education in Taiwan Republic of China. Available online: https://cmn-hant.overseas.ncnu.edu.tw/wp-content/uploads/2022/02/2018_%E6%8A%80%E8%81%B7%E6%95%99%E8%82%B2%E6%89%8B%E5%86%8A%E4%B8%AD%E6%96%87.pdf (accessed on March 10, 2025)
  23. Ministry of Education. (2023a). Bilingual study plan for college students. Available online: https://best.twaea.org.tw/webm/goodsimg/20230425184531.pdf (accessed on March 10, 2025)
  24. Ministry of Education. (2023b). Approved list of the Ministry of Education's "Bilingual Learning Plan for College Students" in 2023. Available online: https://best.twaea.org.tw/download.html (accessed on March 10, 2025)
  25. National Development Council and Ministry of Education. (2022). Foresight infrastructure—Talent cultivation promotes employment construction: Bilingual nation policy by 2030 (2021-2024) (The first revision). Available online: https://www.edu.tw/News_Plan_Content.aspx?n=D33B55D537402BAAandsms=954974C68391B710ands=FB233D7EC45FFB37 (accessed on March 10, 2025)
  26. Nurlindawati, N., Yasin, B., and Hadi, A. (2022). Gender-Based Differences In Mastering English Language Skills. Jurnal Ilmiah Didaktika: Media Ilmiah Pendidikan dan Pengajaran. 22, 123–133 https://doi.org/10.22373/jid.v22i2.11139.
  27. Rahman, M., and Singh, M. (2020). Language ideology of English-medium instruction in higher education. English Today, 36, 40–46. https://doi.org/10.1017/S0266078419000294.
  28. Su, L.I.W., Cheung, H., and Wu, J.R.W. (2021). Rethinking EMI: Multidisciplinary perspectives from Chinese-speaking regions. London, UK: Routledge.
  29. Tien, C.Y. (2023). To investiage the benefits and challenges of English-medium insturction (EMI) in higher education in Taiwan. European Journal of Research in Social Sciences, 11(1), 12–20.
  30. Tseng, C.T. (2023). EFL Student Perspectives on English Medium Instruction for a Subject Course in a Taiwanese University. Journal of Tourism and Leisure Management, 11(1), 108–116.
  31. Tsui, A., and Ngo, H. (2017). Students’ perceptions of English-medium instruction in a Hong Kong university. Asian Englishes, 19, 57–78. https://doi.org/10.1080/13488678.2016.1230484.
  32. United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. Available online: https://sdgs.un.org/sites/default/files/publications/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf (accessed on March 10, 2025)
  33. Wei, S.H., and Hricko, J. (2021). Implementing EMI in medical education in Taiwan. In Rethinking EMI. London, UK: Routledge.
  34. Yeh, H. (2015). Variations of language learning strategy use among three colleges at a private four-year technology university in Taiwan. English Language Teaching, 8, 183–196. https://doi.org/10.5539/ELT.V8N11P183.