|Abstract: ||Since “study abroad program” is one major mission for higher education, the issues concerning teaching and learning of English (Amuzie and Winke, 2009; Chen, 2008; Doiz, et al., 2011; Krajewski, 2011; Segalowitz and Freed, 2004), instruction and the curriculum design (Coleman, 2006; Dalton-Puffer, 2008; Kim et al., 2009; Martyniuk, 2008), teachers’ perspectives or/and students’ reflection (Huang, 2012; Tung, et al.,1997; Vande Berg, 2007; Yang,et al., 2011) or the cross-cultural communication (Anderson, et al., 2006; Doiz et al., 2011; Fantini, 2000; Krajewski, 2011; Lenburg et al., 1995; Rew et al., 2003) are often discussed. Nevertheless, research focusing on exploring the relationship in between English instruction and study abroad that content both language and cultural experiences is spare.
A “Junior Abroad Program” has been implemented in Tamkang University Lanyang Campus since 2007. Students from all the four disciplines of the campus are required to study abroad for one year in their junior year. Since the four disciplines have different content foci, there are doubts on the teaching and learning the content knowledge through English-medium instructions in and outside of the institution. It is my intention to understand students’ perceptions and reflections towards their on campus training of preparing them to face the challenges of study abroad, especially with the support of “English Medium Instruction” program. I would like to invites senior students to share and reflect their experiences of learning the language and cultures.
This study, thus, aims to explore senior students’ reflections on English-medium instruction and junior abroad experiences. As EMI is implemented in all courses on this campus, how students connect their learning experiences with the EMI program will be discussed.