- 學位論文
英語主修學生對外師全英授課觀點之問卷調查
A Survey Study on English-Majors’Perceptions of EMI Courses Taught by Native English-Speaking Teachers
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摘要
隨著全球化進程的不斷推進，英語已成為追求積極參與全球對話的個人不可或缺的工具。在高等教育中，特別是在亞洲國家，英文授課已被識別為一個重要的表現指標。有更多關於亞洲學生在高等教育中對英文授課的感知和經驗的研究需求。基於150份問卷，本研究聚焦於台灣南部地區三所大學英文主修學生參與英文授課課程的經驗和感知，並探討英文授課課程是否對高等教育中的學生產生影響。主要發現顯示，女生相較於男生更傾向於對英文授課課程持有負面感知。高中時未主修英文的學生，相比於主修英文的學生，更感到害怕、羞愧、挫敗和不舒服。相反地，有過英文授課經驗的學生，相比於沒有經驗的學生，更感到驕傲、自信、期待下一堂課、滿意和興趣濃厚。受到以英語為母語的教師教導的學生，相比於沒有受到該教導的學生，更感到自信、滿意和興趣濃厚。然而，有趣的是，由於之前與外國教師的經驗，一些學生對英文授課課程也表現出更普遍的負面情緒反應。這些發現的含義暗示著英文授課的教師應考慮學生的背景和可能對英文授課課程產生的情緒反應。未來的研究可以包括更多樣化的樣本並採用多種研究方法，以找出解釋英文授課對學生影響的其他因素。
並列摘要
In light of the ongoing process of globalization, English has emerged as an indispensable tool for individuals seeking active participation in global discourse. English Medium Instruction (EMI) has been recognized as a critical performance indicator in higher education, particularly in Asian countries. There is a significant need for more research on Asian students’ perceptions and experiences of EMI in higher education. Based on 150 questionnaires, this study focuses on the experiences and perceptions of participating in EMI courses among English-major college students from three universities in the southern region of Taiwan and explores whether EMI courses impact students in higher education. The main findings indicate that female students tended to have more negative perceptions of EMI courses compared to male students. Students who did not major in English in senior high school felt significantly more scared, ashamed, frustrated, and uncomfortable than those who did. Conversely, students with previous EMI experience felt significantly more proud, confident, eager for the next class, satisfied, and interested compared to those without such experience. Students who were taught by native-English instructors felt significantly more confident, satisfied, and interested than those who were not. However, interestingly, due to their previous experiences with foreign teachers, some students also demonstrated more generally negative emotional responses to EMI courses than those without such experiences. The implications of these findings suggest that EMI teachers should consider students' backgrounds and potential emotional responses to EMI courses. Future research could include more diverse samples and adopt multiple research approaches to identify additional factors that explain the impact of EMI on students.
參考文獻
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