Emotional Responses of Taiwanese English Major Students to EMI Courses Taught by Native English-Speaking Teachers

Abstract

With the drive for increased internationalization, the Taiwanese government has expanded English as a Medium of Instruction (EMI) courses in higher education. English major students are particularly exposed to these courses. To understand their emotional responses, the authors conducted a survey completed by 200 Taiwanese English major students for the purpose of examining their feelings towards EMI courses and how their past English learning experiences influenced their positive and negative emotional reactions. The findings suggest that participants generally experienced more positive than negative emotions towards EMI. Students who majored in English in senior high school and had previous EMI course experience perceived EMI more positively and less negatively compared to those who did not. Additionally, students who had been taught by native English-speaking teachers showed stronger positive and negative emotions towards EMI than those who had not. These findings have implications for EMI teachers, suggesting they should consider students' past learning experiences to better address their emotional responses.

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Author Information
Chin-Hui Chen, National Pingtung University of Science and Technology, Taiwan
Zih-Ying Chen, National Pingtung University of Science and Technology, Taiwan
Shu-Wen Lan, National Pingtung University of Science and Technology, Taiwan