Feasibility of English-Medium Instruction (EMI) in Technical and Vocational Education: A Case Study in Southern Taiwan
Yi-Chein Lin, Pei-En Hsieh, Chiung-Li Li

Abstract
English-Medium Instruction (EMI) courses are gaining popularity in higher education, including Taiwan, due to their links to globalization and competitiveness. Researchers examined the suitability of EMI courses for all students by selecting participants from a technical university in southern Taiwan who had completed a one-semester EMI course. A survey with ten quantitative and two qualitative questions was administered at the beginning and end of the semester to evaluate shifts in student perceptions. The study found that students experienced increased satisfaction, reduced apprehension, and acknowledged the challenges of EMI courses. While they did not believe the course directly enhanced their competitiveness, they reported improvements in listening, speaking, and vocabulary skills. Students also gained confidence and expressed interest in more EMI courses in the future. However, students with lower English proficiency faced difficulties, and there was a need for more time to grasp complex concepts. Suggestions for improvement included using games, adding Chinese elements, and rewarding participation.

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