英語授課（EMI）於技職美髮教育之課程設計與學習成效研究

Design and Effectiveness of English-Medium Instruction (EMI) in Vocational Hairdressing Education

本研究旨在探討英語授課（English-Medium Instruction，EMI）於臺灣技職院校美髮教育中的課程設計與學習成效。研究以南部某科技大學美容造型設計系一年級學生為對象，開設「剪髮專業術語EMI課程」，以英語授課輔以雙語輔助與多模熊教學策略，透過前後測問卷與英語術語測驗比較學生在英語專業能力、學習態度與課程滿意度之變化。研究結果顯示，學生在英語專業術語使用、閱讀理解及撰寫能力方面均有顯著提升，且對EMI課程的接受度與持續學習意願亦顯著提高。

This study investigates the design and learning effectiveness of English-Medium Instruction (EMI) in Taiwan’s vocational hairdressing education. Participants included 19 first-year students majoring in Beauty and Hair Design at a university of technology in southern Taiwan. The course“Haircutting Terminology in EMI”adopted English as the main instructional language, supported by bilingual scaffolding and multimodal teaching strategies. Using pre- and post-tests, including questionnaires and English terminology assessments, the study examined changes in students’professional English proficiency, learning attitudes, and course satisfaction. Results indicated significant improvement in students’use of technical English terms, reading comprehension, and writing ability, as well as increased acceptance of and willingness to continue EMI learning. These findings support the applicability of Integrated Content and Language Learning (ICLL) and Social Constructivist Learning Theory in vocational contexts. The study concludes that EMI can effectively enhance students’professional English competence and learning confidence. It recommends incorporating differentiated language support, multimodal course design, and professional learning communities to ensure the sustainable development of EMI in vocational education.