Improvement Difference in Learning by Gender, Overseas Study Intention, and English Proficiency Level Using English Medium Instruction

We examined the effects of English Medium Instruction (EMI) on learning outcomes among technical university students in Taiwan, focusing on variations across gender, overseas study intention, and English proficiency levels. 109 students were included in a survey of this study. A chi-square test was conducted to explore differences in reading, listening, speaking, and vocabulary in English. Significant improvements in listening and speaking skills across all groups were observed without substantial differences in learning outcomes by gender or previous English proficiency levels. Students with overseas study intention showed more advancements in communicative skills, underscoring the need for EMI curricula to align with the student's academic and professional development. Tailored instructional strategies and comprehensive writing courses are necessary to enhance the EMI’s effectiveness for college students. Through appropriate policy, practice, and research, EMI can meet diverse student needs and enhance their global competencies in Taiwan’s higher education.