Strategic L1 Use in EMI: Insights from Technological University Students in an EFL Context

English-medium instruction (EMI) has increasingly become a key strategy for internationalization in higher education. However, studies on the perceptions of low-proficiency students remain limited, particularly within technological and vocational education contexts. This study examines the perceptions of 288 students from a Taiwanese technological university regarding EMI and the strategic use of the first language (L1) in EMI classrooms. Quantitative analysis revealed generally neutral to negative attitudes toward EMI, significantly influenced by English proficiency, prior EMI experience and gender. Female students and those with greater familiarity with EMI expressed more favourable perceptions. Qualitative data further indicated that lower-proficiency students highly valued the selective use of L1 by both their instructors and peers, viewing it as essential for content comprehension and active participation. Overall, the results underscore the pedagogical value of selective L1 use to accommodate learner diversity and enhance EMI effectiveness. This study offers practical implications for EMI policy design, classroom practice and instructional planning in an English as a foreign language-based technological university setting.