臺灣高等教育機構全英語教學的效益、支持與阻礙：大學教師的觀點分析

Benefits of, Support for, and Barriers to English-Medium Instruction of Higher Education Institutions in Taiwan: University Professors’ Perspectives

臺灣的高等教育機構為維持全球競爭力，積極推動國際化，全英語授課（English-Medium Instruction, EMI）是核心策略之一。教育部於2021年啟動「大專院校學生雙語學習計畫」，每年提供新臺幣6億元資金，將66所大學分為重點培育學校、重點培育學院和普及提升學校三級，旨在擴大EMI課程供應、提升學生英語能力、加強學校國際化。研究顯示，EMI對教師和學生有顯著益處，包括教師專業發展、學生語言技能及就業能力增強，並提升學校吸引國際學生的能力。主要支持措施涵蓋專業培訓、完善的英語課程大綱、學生英語訓練及政府財政支持。然而，學生準備不足及國際教師短缺仍是推行中的挑戰。大學教師的背景變項中，性別和大學類型會影響大學教師對EMI的效益、支持與阻礙的觀點。統計的迴歸分析顯示，EMI的支持系統對EMI的效益有顯著正面影響，機構層面的支持則對EMI的效益影響力較大，綜合性策略是較能有效解決EMI的推行障礙的因素。

Taiwan’s higher education sector promotes internationalization to sustain global competitiveness, with English-medium instruction (EMI) as a key strategy. In 2021, the Ministry of Education initiated the Bilingual Learning Project for University Students, allocating NT$600 million annually to 66 universities until 2030. This project classifies universities into core EMI, semi-core EMI, and general EMI levels, aiming to expand EMI offerings, enhance students’ English proficiency, and strengthen institutional internationalization efforts. Research indicates that EMI benefits faculty members’ professional development, students’ language skills and employability, and institutions’ capacity to attract international students. Major supports include specialized training, English syllabi, student language training, and government funding. Barriers include inadequate student readiness and a shortage of international faculty. Variations in perceptions based on gender and university types were observed. Regression analyses highlighted the positive impact of support systems on faculty benefits, underscored the importance of institution-level support, and suggested the need for comprehensive approaches to address barriers effectively.