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研究生： 蔡焌曦
Tsoi, Chun-Hei Jeffrey
論文名稱： 提升台灣大學生在全英語授課的課室中口說英語動機之研究
Enhancing Taiwanese University Students' Motivation of Speaking in Classes of English as a Medium of Instruction (EMI)
指導教授： 羅文杏
Luo, Wen-Hsing
口試委員: 吳睿純
Wu, Jui-Chun　
鄭杏孚
Cheng, Hsing-Fu Lilian
學位類別： 碩士
Master
系所名稱： 竹師教育學院 - 英語教學系
English Instruction
論文出版年： 2022
畢業學年度： 110
語文別： 英文
論文頁數： 128
中文關鍵詞： 英語教學 、動機 、口說 、學習策略 、教學活動
外文關鍵詞： English Medium Instruction, Motivation, Speaking, Learning Strategies, Teaching Activities
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    • 在學習英語時，與閱讀、聆聽、寫作這三種技巧相比，口語能力是語言學習中最難精通的。要解決這個問題，需要提高語言學習者使用英語溝通的動機，在不斷的練習下，才能換來輕鬆自如的口語能力。在這種情形下，以英語為授課語言 (English as a medium of Instruction) 是一種針對上述問題的可行教學模式，可以有效提高學生的英語能力，尤以口語能力的提升最為顯著。在以英語為授課語言的課堂中，學生們會習得英語的專業術語並用英語來進行溝通，表達他們的想法，使增進英語溝通能力。在本研究中，研究者採用了問卷以及訪談的方式來調查大學生他們在以英語為授課語言的課程中所遇到的困難和他們如何使用一些學習策略來應對這些困難。根據本研究的結果發現以英語為授課語言的課程可以提高大學生他們在課堂上講英語的動機，儘管他們可能在課堂上會遇到一些困難例如是面對專業術語和表達與組織上的問題等等，但他們會使用一些學習策略譬如是畫重點、團體合作、重讀等等來提升自己的動機，而且課堂上的教學活動小組討論、以學生為中心的活動和個人演講也激發他們說英語的動機，從而增進他們的英語口語能力。

    In comparison to the other three language skills in English, speaking is the most difficult for language learners to master. However, language learners must address this issue before improving their motivation to speak English in order to communicate with others effortlessly and confidently. In this context, English-Medium Instruction (EMI) is a viable instructional approach for improving students’ language skills, particularly in speaking. During classroom activities, students may acquire specialized terminology and articulate their thoughts in English, which, in turn, allows them to become excellent communicators. In this study, 101 university students were selected to investigate the impediments they experienced and how they dealt with them by utilizing their own learning techniques, among other things through the questionnaire. The interview procedure would involve 11 of the 101 participants. They appeared to have a high level of motivation in EMI classes, even though they may be having some difficulty. They would employ learning tactics to keep themselves motivated, and the teaching activities had a positive impact on their desire to speak English. According to the major findings, deploying EMI classrooms can boost participants’ eagerness to speak English in class, including using learning strategies on their own and employing educational activities to pique their interest.

    Abstract i Chinese Abstract iii Acknowledgments iv Table of Contents v List of Tables x List of Figure xii Chapter One 1 Introduction 1 1.1 Background of the Study 1 1.2 Statement of the Problem 3 1.3 Purpose of the Present Study 4 1.4 Significance of the Study 5 1.5 Research Questions 6 1.6 Definition of Terminology 7 Chapter Two 10 Literature Review 10 2.1 Motivation in Second Language Learning 11 2.2 The Phenomenon of EMI Courses in Taiwan 12 2.3 Learning Strategies Used by College Students in EMI Classrooms 13 2.4 Students’ Eloquence in EMI Courses 14 2.5 The Challenges of Implementing EMI in Taiwan 16 2.6 Literature Gap 17 Chapter Three 20 Methodology 20 3.1 Types of Methods 20 3.2 Research Setting 21 3.3 Research Participants 21 3.4 Research Instruments 22 3.5 Research Procedure 26 3.6 Data Analysis 28 Chapter Four 31 Data Analysis 31 4.1 Questionnaire 31 4.1.1 The Motivation of Students to Attend EMI Courses (Q3-12) 32 4.1.2 Challenges/Difficulties Faced by Students in EMI Courses (Q13-17) 39 4.1.3 Learning Strategies/Methods Used by Students in EMI Courses to Help English Speaking (Q18-24) 40 4.1.4 The Use of Activities Designed by Teachers for Students in the EMI Classrooms (Q25-29) 49 4.2 Interview Protocol 53 4.2.1 The Reasons for Choosing EMI Courses (Q1) 55 4.2.2 The Rate of Speaking English in EMI Classes (Q2) 59 4.2.3 The Perspectives of Studying an EMI Courses (Q3) 61 4.2.4 The Challenges or Difficulties of EMI Courses (Q4) 64 4.2.5 Learning Strategies Used by the Participants (Q5) 68 4.2.6 The Students’ Perceptions of Teaching Activities Used in EMI Classes (Q6, Q9) 71 4.2.7 Teachers’ Encouragement in EMI Classes (Q7-Q8) 79 Chapter Five 86 Discussion of Findings 86 5.1 The Challenges of Attending EMI Classrooms by the Participants 86 5.1.1 Difficulties Resulting from Specialized Vocabulary 87 5.1.2 Concerning the English Proficiency of Either the Educators or Students 87 5.2 Employing the Learning Strategies to Motivate Students Themselves 88 5.2.1 Using “Highlighting” in the Learning Environment 89 5.2.2 Using “Repetition” in the Learning Environment 90 5.2.3 Using “Self-assessment” in Improving the Students’ English Performance 90 5.2.4 Additional Tool for Helping to Learn 91 5.3 Students’ Perceptions in EMI Classrooms 92 5.3.1 Students Being Motivated in EMI Classrooms 93 5.3.2 The University Students’ Perceptions of Teaching Activities in the EMI Classrooms 94 5.3.3 “Group Discussion” Used in the Learning Classrooms 95 5.3.4 “Student-centered” activities Used in the Learning Classrooms 96 5.3.5 Using “Personal Speech” to Enhance Oral Performance 96 Chapter Six 99 Suggestions and Conclusion 99 6.1 Suggestions 99 6.2 Limitations of the Study & Issues for Further Studies 101 6.3 Summary of the Study 102 References 104 Appendix A 120 Appendix B 125 Appendix C 126 Appendix D 127

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