Engineering Students' Perceptions of a Flipped English-Medium Instruction Course: Insights from a Taiwanese University

Abstract

This study investigated English as a Foreign Language (EFL) engineering students' perceptions of flipped instruction in an English-Medium Instruction (EMI) engineering course at a national university in Taiwan. In alignment with the Bilingual Nation 2030 initiative, EMI aims to enhance global competitiveness in Taiwan's high-tech industries. However, implementation remains challenging due to language barriers and the need for pedagogy alignment with students' learning needs. This study explored whether the quality of flipped EMI instructional course design shapes students' course experiences, rather than their extramural English use. A total of 35 junior engineering students participated in a flipped EMI course. Data collected through an online survey comprised three dimensions: students' general views on flipped-classroom instruction, perceived impact on creativity, and challenges encountered. Findings suggest that students appreciated the flexibility and autonomy provided by the flipped model, especially opportunities to review materials and control their learning pace. The results also reveal that students improved their critical thinking and independent learning. However, major challenges included insufficient feedback and difficulties with time management, particularly in EMI settings requiring additional cognitive load. Notably, no statistically significant correlation was found between students' extramural English use and their course perceptions. Overall, the findings highlight that well-structured instructional course design is a more critical factor in shaping students' EMI learning experiences, not their general English exposure. The findings offer practical implications for designing EMI courses which support both technical disciplines and language development, especially in linguistically diverse settings.