International students’ learning strategies and challenges under an English as a medium of instruction (EMI) setting: A case study at National Taipei University

Abstract

English as a medium of instruction, or EMI, is the medium of instruction primarily or entirely in English, where English is not the first language. The effectiveness of English-Medium Instruction (EMI) courses on local students’ academic performance and learning experiences has been studied in Taiwan for decades. However, little research has been conducted on international students’ difficulties and learning strategies in the Taiwanese EMI context. To fill this gap, the researcher collected information from 17 non-English-speaking international students at a public university in Taiwan through observation, questionnaires, and interviews. The research found that differences in English proficiency and strategy adoption between Asian and European international students play a vital role in learning EMI courses. Asian students tended to have lower English proficiency and use social, affective, and cognitive strategies, while European students tended to have higher levels of English proficiency and use metacognitive and cognitive strategies. However, the cognitive strategies of their European peers differed significantly from those of their Asian peers. Interaction with peers, academic and non-academic stressors, and expression in English posed challenges for international student engagement in EMI courses. This research suggests that teachers should ensure inclusiveness in the curriculum and that school administrators should encourage and support international students. Students’ learning experiences in EMI courses may be enhanced by considering international students’ performance and learning styles.