Current Issue

COLLEGE STUDENTS’ PERSPECTIVES ON KNOWLEDGE SHARING PLATFORM AND EMI COURSES

Ching-Ying Lin

Assistant Professor, Department of Applied English, National Pingtung University, Pingtung City, Taiwan (R.O.C) 

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Tzu-Yao Lin

   Assistant Professor, Department of Tourism Management, Nanhua University, 

Chayi County, Taiwan (R.O.C) / Department of Leisure and Sport Management, Cheng Shiu University, Kaohsiung City, Taiwan (R.O.C)

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Yu-Chi Chen

Department of Applied English, National Pingtung University, Pingtung City, Taiwan (R.O.C)

Wei-Hsiung Chang

(Corresponding Author)

 Professor, Department of Tourism Management, Nanhua University, 

Chayi County, Taiwan (R.O.C) 

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Abstract

The rapid advancement of network science and digital technologies has transformed educational paradigms, positioning web-based knowledge-sharing platforms as key resources in English as a Foreign Language (EFL) contexts. This study investigates the efficacy of these platforms and explores students’ perceptions of English as a Medium of Instruction (EMI) in higher education. Employing a mixed-methods design, the research integrates a comprehensive literature review with quantitative data from 250 undergraduates at National Pingtung University, gathered via structured five-point Likert-scale questionnaires. Statistical analyses conducted through SPSS, including descriptive statistics and Chi-squared tests, reveal that over 70% of participants utilized knowledge-sharing platforms to support English learning. Students largely perceived these tools as superior to traditional approaches in promoting engagement, learner autonomy, and motivation. However, concerns were raised regarding the lack of personalized feedback and adaptation challenges in digital environments. With respect to EMI, nearly half of the respondents reported prior exposure to English-mediated courses. While recognizing EMI’s positive impact on language proficiency across listening, speaking, reading, and writing, participants also noted cognitive overload and difficulties comprehending domain-specific content. Despite these challenges, the overall perception of EMI and digital learning platforms was strongly positive. These findings underscore the importance of embedding knowledge-sharing technologies into formal curricula and implementing adaptive pedagogical strategies to mitigate EMI-related challenges. In alignment with Taiwan’s national bilingual education policy, the study emphasizes technology’s transformative role in language education and advocates for future research on AI-driven adaptive learning to personalize EFL instruction.

Keywords: English as a Foreign Language (EFL); English as a Medium of Instruction (EMI); knowledge-sharing platforms; bilingual education policy; digital learning; AI-driven adaptive learning