以EMI實踐教學課程雙案例研究課程對生命科學學生實務學習與職涯規劃之影響

Abstract

本研究旨在探究英語為媒介教學（English as a Medium of Instruction, EMI）對臺灣師範大學生命科學相關碩博研究生之專業學習與職涯素養的影響。研究聚焦於兩門設計於生命科學領域的實務導向課程：一為強調職涯能力與語言發展的EMI課程，另一為結合跨尺度實作設計的全英語專題課程。研究背景源自高等教育國際化與臺灣 2030 雙語國家政策，面對全球教育競爭與跨國移動需求，碩博研究生除需掌握深厚的專業知識外，更須具備雙語能力與國際學術溝通素養。然而，EMI課程在非英語母語環境中推行時，常伴隨語言理解負擔、教學設計困難與學習成效的疑慮，特別是在研究所階段結合高階認知能力（如分析、評估與創造）與實驗實作操作的課程中，這些挑戰更為凸顯。為彌補目前針對高階教育階段 EMI 課程之實證研究不足，本研究以臺灣師範大學生命科學領域的兩門碩博課程為案例：一門聚焦職涯導向與專業英語表達訓練，另一門則強調跨尺度實驗操作與語言介面下的實作學習。研究透過混合方法（Mixed Methods）設計，針對學生於課程中的學習歷程與能力發展進行多元層次的分析，資料來源涵蓋課程前後測問卷、技能與語言自評、教學觀察紀錄、質性訪談、學生反思文本與實作產出。藉此全面檢視學生在專業知識掌握、專業英語應用與職涯關鍵能力（如國際溝通、問題解決、團隊協作、自主學習等）上的學習成效與轉變歷程，並對比不同課程設計在學習促進機制上的差異性與成效表現。結果顯示，兩門課程皆成功維持甚至提升學生的專業內容學習水準，並顯著促進學生在專業術語運用、英語簡報能力及跨文化適應力上的進步。尤其在跨尺度實作課程中，學生需運用英語進行教學與學習、執行跨層次實驗、全英反思與檢討報告，進一步強化了其問題解決與專案管理能力。質性資料分析顯示，學生初期面臨語言挑戰，但在課程設計中所嵌入的語言支援（如數位輔助學習、協同學習機制）、教師引導與正向回饋下，逐步克服焦慮與挫折感，甚至在課後延伸學習動機，主動探索國際資源、規劃跨國研究合作或國際職涯發展的可能性。學生普遍認為，EMI 課程為其學術與職涯開拓了更廣闊的視野，並提供了真實的國際化模擬場域。綜合兩門課程的比較分析，研究指出，課程設計的細緻度與教學策略的適切性是 EMI 教學成功的關鍵因素。兩門課程皆依循 布魯姆認知層級理論（Bloom’s Taxonomy），設計涵蓋理解、應用、分析與創造等層次的學習任務，強化學生在語言與專業能力上的高階認知發展；而在實作導向課程中，則進一步融入 內容與語言整合學習（Content and Language Integrated Learning, CLIL） 的設計理念，使學生能於全英語環境中同時進行專業知識建構與語言表達訓練，展現出更強的整合應用能力。搭配協同學習策略（Collaborative Learning Strategies）與數位科技工具的應用，課程有效促進學生在專業實作、溝通表達、問題解決與團隊合作等多面向的能力成長。綜上所述，本研究強調 EMI 實踐教學不僅是語言傳遞的載體，更是一種結合專業能力建構、語言習得與職涯素養培養的綜合性教育模式。研究建議高等教育機構在推行 EMI 課程時，應重視課程架構的系統性與教學策略的精緻化，妥善平衡語言與內容的教學需求，並建立完善的支援機制與師資培育制度，以因應研究生在不同背景下的學習差異，確保 EMI 課程在挑戰中發揮最大效益，為學生未來的國際競爭力與學術發展奠定堅實基礎。This study aims to investigate the impact of English as a Medium of Instruction (EMI) on the professional learning and career competencies of master’s and doctoral students in life sciences at National Taiwan Normal University. The research focuses on two practice-oriented courses in the life sciences: one EMI course emphasizing career skills and language development, and another fully English-taught project course integrating cross-scale experimental design. The research background is rooted in the internationalization of higher education and Taiwan’s 2030 Bilingual Nation Policy. In the context of global educational competition and cross-border mobility, graduate students are expected not only to acquire solid professional knowledge but also to possess bilingual proficiency and international academic communication skills. However, implementing EMI in non-English-speaking environments often comes with challenges such as linguistic comprehension burdens, difficulties in instructional design, and doubts about learning outcomes—particularly in graduate-level courses that combine high-order cognitive skills (e.g., analysis, evaluation, and creation) with hands-on experimental practice. To address the scarcity of empirical studies on EMI at the advanced education level, this research uses two graduate-level courses in the life sciences at NTNU as case studies: one focusing on career-oriented professional English expression, and the other emphasizing cross-scale experimental operations in an English-mediated learning environment. Employing a mixed-methods design, the study conducts a multi-level analysis of students’ learning processes and competency development. Data sources include pre- and post-course questionnaires, self-assessments of skills and language abilities, teaching observation records, qualitative interviews, student reflective writing, and practical outputs. This approach enables a comprehensive examination of students’ learning outcomes and transformation processes in professional knowledge acquisition, professional English application, and key career competencies (such as international communication, problem-solving, teamwork, and autonomous learning), while also comparing the learning facilitation mechanisms and effectiveness of different course designs. Results show that both courses successfully maintained or even enhanced students’ professional content learning levels, while significantly improving their use of technical terminology, English presentation skills, and cross-cultural adaptability. In particular, in the cross-scale experimental course, students were required to engage in instruction and learning in English, conduct multi-level experiments, and produce fully English reflective and review reports—further strengthening their problem-solving and project management skills. Qualitative data analysis revealed that although students initially faced language challenges, they gradually overcame anxiety and frustration through embedded language support (e.g., digital-assisted learning, collaborative learning mechanisms), teacher guidance, and positive feedback. Many even developed extended learning motivation after the course, actively seeking international resources and planning for cross-border research collaboration or career opportunities abroad. Students generally perceived EMI courses as expanding their academic and career horizons and providing an authentic, simulated international environment. Comparative analysis of the two courses indicates that the precision of course design and appropriateness of teaching strategies are key to EMI success. Both courses followed Bloom’s Taxonomy, designing tasks across levels of understanding, application, analysis, and creation to strengthen higher-order cognitive development in both language and professional skills. The practice-oriented course additionally integrated the principles of Content and Language Integrated Learning (CLIL), enabling students to simultaneously construct professional knowledge and practice language expression in an all-English environment, thereby demonstrating stronger integrative application skills. Combined with collaborative learning strategies and the use of digital technology tools, the courses effectively fostered students’ growth in professional practice, communication, problem-solving, and teamwork. In conclusion, this study emphasizes that EMI practice is not merely a vehicle for language delivery but a comprehensive educational model that integrates professional skill-building, language acquisition, and career competency development. The findings recommend that higher education institutions, when implementing EMI, should prioritize systematic curriculum frameworks and refined teaching strategies, balance the dual demands of language and content teaching, and establish robust support systems and faculty training mechanisms. Such measures can accommodate diverse student backgrounds and ensure that EMI courses achieve maximum effectiveness amidst challenges, laying a solid foundation for students’ future international competitiveness and academic development.