為了因應人才國際化，英語授課課程(English-Medium Instruction；EMI)在亞洲高等教育中成為一股趨勢，各國政府也在積極透過補助推動EMI。但是，過去研究發現學生在EMI中會有學習困難、負面的態度等，進而影響下次選EMI的意願，有逃避EMI的現象。這會對英語授課政策的原意「使學生國際化」造成阻礙。過去研究認為不同的學習策略會影響學生的學習成效以及意願，因此本研究探討是否學生能使用特定學習策略來降低英語焦慮，而使學生在未來不會逃避英語授課之課程。研究方法為問卷調查法，研究對象為中山大學商管學院15門課的研究生208位。本研究使用偏最小平方迴歸(PLS)探討學習策略、英語焦慮與逃避英語授課課程之關係，並以英語能力為控制變項。本研究預期當學生採用特定學習策略(精讀、組織、批判思考、後設認知自律、持續努力、同儕學習、尋求協助等學習策略)會降低學生的外語焦慮，並進而減少學生逃避英語授課課程的想法。研究果顯示，英語焦慮會影響EMI逃避，批判思考可以降低英語焦慮，持續努力可以降低EMI逃避；英語焦慮中介於批判思考與EMI逃避之間。

In Asian, in order to keep up with internationalization, the English-Medium Instruction (EMI) course has become a trend in higher education. However, previous studies find that students have learning difficulties and negative attitudes in EMI courses. The condition affects the students’ willingness to attend others EMI courses in the future, and students tend to avoid EMI courses. This is an obstacle to promote the students’ internationalization policy. Some scholars believe that different learning strategies will affect students' learning effectiveness and willingness. Therefore, this study explores whether students can reduce English anxiety through learning strategies and further do not want to avoid EMI courses in the future. The participants of this study consist 208 postgraduate students from 15 different EMI courses in the School of Business Administration of Sun Yat-sen University. The research method was questionnaire survey, we use partial least-squares regression (PLS) to explore the relationship between learning strategies, English anxiety and EMI avoidance, while regarding English proficiency as control variable. This study anticipates that specific learning strategies (elaboration, organization, critical thinking, metacognition self-regulation, effort regulation, peer learning, and help seeking) will reduce students’ foreign language anxiety and further to reduce the students’ tendency to avoid EMI courses. The results indicate that English anxiety has a positive relation to EMI avoidance; critical thinking has a negative relation to English anxiety; effort regulation has a negative relation to EMI avoidance; and English anxiety is the mediation between critical thinking and EMI avoidance.

Approval Certificate i
Abstract ii
中文摘要 iii
Figures vi
Tables vii
1. Introduction 1
2. Literature Review and Conceptual Model 4
2-1. Language Anxiety and EMI Avoidance 4
2-2. Learning strategies and English anxiety 5
2-2-1. Elaboration 6
2-2-2. Organization 6
2-2-3. Critical Thinking 7
2-2-4. Metacognitive self-regulation 7
2-2-5. Effort regulation 8
2-2-6. Peer Learning 8
2-2-7. Help seeking 9
2-3. Learning strategy, EMI avoidance and English anxiety 9
2-3-1. Learning strategy and EMI avoidance 9
2-3-2. Learning strategy may influence English anxiety and further affect EMI avoidance 10
2-4. English proficiency as controlled variable 11
3. Method 11
3-1. Participant 12
3-2. Instrument 12
3-2-1. Learning strategies: 13
3-2-2. Students’ English language anxiety scale: 14
3-2-3. EMI course avoidance scale: 14
3-2-4. Control variable: English proficiency 15
4. Data Analysis 15
5. Result 15
5-1. Evaluating Measurement Models 15
5-2. Evaluating structural model 19
5-3. Mediation analysis 21
6. Discussion 22
7. Conclusion 25
Reference 27
Appendix 35

Airey, J. (2010). The ability of students to explain science concepts in two languages. Hermes, 45, 36-49.
Airey, J. (2011). Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language. Ibe´rica, 22, 35-54.
Ardasheva, Y., Carbonneau, K. J., Roo, A. K., & Wang, Z. (2018). Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency. Learning and Individual Differences, 61, 21-30.
Bagozzi, R. P., Yi, Y., & Phillips, L. W. (1991). Assessing construct validity in organizational research. Administrative science quarterly, 36(3), 421-458.
Bandura, A. (1978). Social learning theory of aggression. Journal of communication, 28(3), 12-29.
Bjo¨rkman, B. (2008). ‘So where we are?’ Spoken lingua franca English at a technical university in Sweden. English Today, 24, 35-41.
Brackney, B. E., & Karabenick, S. A. (1995). Psychopathology and academic performance: The role of motivation and learning strategies. Journal of Counseling Psychology, 42 (4), 456-465.
Bradford, A. (2016). Toward a typology of implementation challenges facing English-medium instruction in higher education: Evidence from Japan. Journal of Studies in International Education, 20(4), 339-356.
CEFR. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. https://www.lttc.ntu.edu.tw/CEFRbyLTTCag_tests.htm
Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 53-82.
Chin, W. W. (1998). Commentary: Issues and opinion on structural equation modeling. MIS Quarterly, 22(1), 7-16.
Chuang, Y. T. (2015). An EMI Pedagogy That Facilitates Students' Learning. English Language Teaching, 8(12), 63.
Chun, S., Kim, H., Park, C. K., McDonald, K., Sun Ha, O., Kim, D. L., & Lee, S. M. (2017). South Korean students' responses to English-medium instruction courses. Social Behavior and Personality: an international journal, 45(6), 951-965.
Cloninger, C. R., Svrakic, D. M., & Przybeck, T. R. (1998). A psychobiological model of temperament and character. The development of psychiatry and its complexity, 1-16.
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological bulletin, 98(2), 310.
Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39, 1-14.
Dearden, J. (2015). English as a medium of instruction—A growing global phenomenon.
Dolean, D. D., & Dolean, I. (2014). The Impact of Teaching Songs on Foreign Language Classroom Anxiety. Philologica Jassyensia, 10, 513-518.
Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational psychologist, 40(2), 117-128.
Durkin, K. (2008). The middle way: East Asian master's students' perceptions of critical argumentation in UK universities. Journal of Studies in International Education, 12(1), 38-55.
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of marketing research, 382-388.
Ghonsooly, B., & Loghmani, Z. (2012). The Relationship between EFL Learners' Reading Anxiety Levels and Their Metacognitive Reading Strategy Use. International Journal of Linguistics, 4(3), 326.
Greasley, P., & Cassidy, A. (2010). When it comes round to marking assignments: how to impress and how to ‘distress’ lecturers. Assessment & Evaluation in Higher Education, 35(2), 173-189.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM). Thousand Oaks, CA: Sage.
Han, J. (2014). A study on the influence of anxiety and metacognitive strategies on listening proficiency. Journal of Chemical and Pharmaceutical Research, 6(6), 2484-2496.
Hellekjær, G. O. (2010). Lecture comprehension in English-medium higher education. Hermes, 45, 11-34.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science 43(1), 115-135.
Hsieh, S. H., & Kang, S. C. (2007). Effectiveness of English-medium instruction of an engineering course and strategies used by the teacher. Center for Teaching and Learning Development, National Taiwan University. Retrieved from http://ctld.ntu.edu.tw/rp/95_01.pdf.
Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be self-regulated learners.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign-Language Classroom Anxiety. Modern Language Journal, 70(2), 125-132.
Hu, G. (2007). The juggernaut of Chinese–English bilingual education. In A. W. Feng (Ed.), Bilingual education in China: Practices, policies and concepts (pp. 94–126). Clevedon, UK: Multilingual Matters.
Hu, J., & Gao, X. (2018). Self-regulated strategic writing for academic studies in an English-medium-instruction context. Language and Education, 32(1), 1-20.
Huang, Y. M., Huang, S. H., & Wu, T. T. (2014). Embedding diagnostic mechanisms in a digital game for learning mathematics. Etr&D-Educational Technology Research and Development, 62(2), 187-207.
Jamalifar, G., & Salehi, H. (2017). The effects of rehearsal and strategic task planning on L2 Willingness to Communicate. The Language Learning Journal, 1-8.
Jeanjean, T., Stolowy, H., Erkens, M., & Yohn, T. L. (2014). International evidence on the impact of adopting English as an external reporting language. Journal of International Business Studies, 46(4), 180-205.
Jegede, O. J., Alaiyemola, F. F., & Okebukola, P. A. (1990). The effect of concept mapping on students' anxiety and achievement in biology. Journal of Research in Science Teaching, 27(10), 951-960.
Jones, M., Alexander, J., & Estell, D. (2010). Homophily among peer groups members' perceived self-regulated learning. The Journal of Experimental Education, 78, 378-394.
Kagan, Spencer. (1994). Cooperative Learning. San Clemente, CA: Kagan Publishing.
Law, Q. P., Chung, J. W., Leung, L. C., & Wong, T. K. (2017). Perceptions of Collaborative Learning in Enhancing Undergraduate Education Students’ Engagement in Teaching and Learning English. US-China Education Review, 7(2), 89-100.
Lei, J., & Hu, G. (2013). English-medium instruction at a Chinese University; Rhetoric and reality. meeting of tesol international association, Dallas, TX.
Leavy. R. L. (1983). Social support and psychological disorder: A review. Journal of Community Psychology, 11, 3-21
Louhiala-Salminen, L., & Kankaanranta, A. (2012). Language as an issue in international internal communication: English or local language? If English, what English? Public Relations Review. 38(2), 262-269.
Liu, H. J. (2013). Effects of foreign language anxiety and perceived competence on learning strategy use. International Journal of English Linguistics, 3(3), 76-87.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76.
Manh, L. D. (2012). English as a Medium of Instruction in Asian Universities: The Case of Vietnam. Language Education in Asia, 3(2), 263-267.
Morocz, R. J., Levy, B., Forest, C., Nagel, R. L., Newstetter, W. C., Talley, K. G., & Linsey, J. S. (2016). Relating Student Participation in University Maker Spaces to their Engineering Design Self-Efficacy. In American Society for Engineering Education Annual Conference Proceedings.
Movahed, R. (2014). The effect of metacognitive strategy instruction on listening performance, metacognitive awareness and listening anxiety of beginner Iranian EFL students. International Journal of English Linguistics, 4(2), 88-99.
Oria, B. (2012). Enhancing higher education students’ employability: A Spanish case study. International Journal of Technology Management & Sustainable Development, 11(3), 217-230.
Oxford, R. (2002). Language learning strategies in a nutshell: Update and ESL suggestions. In J. C.
Pappamihiel, N.E. (2002). English As A Second Language Students And English Language Anxiety. Issues In The Mainstream Classroom. Proquest Education Journal, 36(3), 327-355.
Piller, I., & Cho, J. (2013). Neoliberalism as language policy. Language in Society, 42, 23–44.
Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivational Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurements, 53, 801-813.
Pecorari, D., Shaw, P., Irvine, A., & Malmsto¨m, H. (2011). English for academic purposes at Swedish universities: Teachers’ objectives and practices. Ibe´rica, 22, 55–78.
Ryan, A., & Pintrich, P. (1998). Achievement and social motivational influences on help seeking in the classroom. In S. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 117-139). Mahwah, NJ: Erlbaum.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional science, 26(1-2), 113-125.
Shaheen, N. (2016). International students’ critical thinking–related problem areas: UK university teachers’ perspectives. Journal of Research in International Education, 15(1), 18-31.
Spirgel, A. S., & Delaney, P. F. (2016). Does writing summaries improve memory for text? Educational Psychology Review, 28(1), 171-196.
Suwantarathip, O., & Wichadee, S. (2010). The impacts of cooperative learning on anxiety and proficiency in an EFL class. Journal of College Teaching and Learning, 7(11), 51.
Taillefer, G. F. (2007). The professional language needs of Economics graduates: Assessment and perspectives in the French context. English for Specific Purposes, 26(2), 135-155.
Tian, J., & Low, G. D. (2011). Critical thinking and Chinese university students: A review of the evidence. Language, Culture and Curriculum, 24(1), 61-76.
Tsai, Y. H., Lin, C. H., Hong, J. C., & Tai, K. H. (2018). The effects of metacognition on online learning interest and continuance to learn with MOOCs. Computers & Education, 121, 18-29.
Tsuneyoshi, R. (2005). Internationalization strategies in Japan: The dilemmas and possibilities of study abroad programs using English. Journal of Research in International Education, 4, 65–86.
Unterberger, B. (2012). English-medium programmes at Austrian business faculties: A status quo survey on national trends and a case study on programme design and delivery. AILA Review, 25, 80–100.
Wächter, B., & Maiworm, F. (2008). English-taught programmes in European higher education. ACA Papers on International Cooperation in Education. Bonn: Lemmens.
Webb, V. (2002). English as a second language in South Africa’s tertiary institutions: A case study at the University of Pretoria. World Englishes, 21, 49-61.
Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-regulation interventions with a focus on learning strategies. In Handbook of self-regulation, 727-747.
Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In M. Wittrock (Ed.). The handbook of research on teaching, 315-327.
Wilkinson, R. (2013). English-medium instruction at a Dutch university: Challenges and pitfalls. English-medium instruction at universities: Global challenges, 324.
Wilkinson, D. (2015). English-medium content courses: Student approaches and strategies to increase comprehension levels. International Journal of Learning, Teaching and Educational Research, 11(3).
Wu, W. S. (2006). Students’ attitudes toward EMI: Using Chung Hua University as an example. Journal of Education and Foreign Language and Literature, 4, 67-84.
Yeh, C. C. (2014). Taiwanese students’ experiences and attitudes towards English-medium courses in tertiary education. RELC Journal, 45(3), 305-319.
Zlatovic, M., Balaban, I., & Kermek, D. (2015). Using online assessments to stimulate learning strategies and achievement of learning goals. Computers and Education,91, 32-45.