在英語不是第一語言的國家，使用英語作為教學語言（EMI），近幾十年來已經成為一種快速增長的趨勢。本文調查了臺灣學生對EMI課程的看法，並著重在使用EMI教授英語閱讀。14名學生分為兩個不同的程度，但來自三個班級，由同一位教師教授。學生完成關於學生對英語教學的認知（QSPEMI）的自我評估問卷。研究者對十名志願參與者和授課教師進行訪談，深入了解他們對EMI課程的看法。授課教師來自英國，教授EMI課程經驗超過20年，雅思為5年。此外，研究者至每班進行兩次課堂觀察，中間有半個月的時間間隔。經過所有數據分析後，結果顯示多數學生對EMI課程持正向態度，並認為使用EMI教授閱讀比其他方法（如使用中文作為補充或中英混合課程）更有效。然而，學生對教師在閱讀課程中的做法有不同的意見。較低程度的學生喜歡教師直接給出單字意思，但較高程度的學生希望教師可以給更多的解釋並造出一些例句。總結，13位學生喜歡教師（1）在閱讀文章前解釋詞彙。全部的學生喜歡（2）當有一個不懂的詞不是直接給出含義而是給出更多的例子或造一個句子，以及（3）教他們如何抓住關鍵詞或主題句會更加容易理解文章。另一方面，大多數學生在課程中遇到困難，例如，缺乏詞彙而無法理解文意。根據研究結果，研究者提出對全英語教授閱讀課程的建議。

Using English as a medium of instruction (EMI) in countries where English is not the first language has become a fast-growing trend in the recent decades. This paper investigates Taiwanese students’ perspectives towards EMI courses and focuses more specifically on using EMI to teach English reading. Fourteen students from three classes taught by the same instructor but in two different levels participated in the study. Data were collected by administering a self-assessment questionnaire on Student Perceptions of English Medium Instruction (QSPEMI). Qualitative interviews were also conducted with ten volunteer participants and one instructor to gain a deeper understanding of their perspectives towards EMI courses. The instructor, a very experienced English teacher from UK, was also interviewed. Moreover, each of the three classes were observed twice with an interval of half a month. The results of data analysis show that the majority of the students hold positive perspectives towards EMI courses and also think using EMI to teach reading is more effective than the other methods such as using Chinese as supplement or English-Chinese mixed course. However, the participants have different opinions about what the instructor can do when teaching reading courses. Lower-level students prefer the instructor to give the meaning of the words directly, but higher-level students want the instructor to explain more and make some sentences. To conclude, most of the students would like the instructor to (1) explain the vocabulary before going through the articles, (2) give more examples or make a sentence when there is an unknown word instead of giving the meaning directly, and (3) teach them how to catch the keyword or the topic sentence to better comprehend the articles. On the other hand, most of the students encounter difficulties such as they don’t understand and can’t catch up due to the lack of the vocabulary. Based on these findings, suggestions are made for enhancing the success of similar EMI reading programs.

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