Learning outcomes in Taiwanese legal general education under english-medium instruction: A mixed-methods structural analysis of language proficiency, language anxiety, and classroom interaction

JIAYING LYU; An-Chi Hsueh

doi:10.32674/dhjfxa60

Authors

JIAYING LYU School of Finance and Accounting, Fuzhou University of International Studies and Trade https://orcid.org/0000-0002-2261-8691
An-Chi Hsueh PhD Student, Linguistic and Foreign Language Teaching Programme, Department of Foreign Language & Literature, National Cheng Kung University

DOI:

https://doi.org/10.32674/dhjfxa60

Keywords:

Legal general education, English-medium instruction, Language anxiety, Course interaction, Learning outcomes, Taiwan

Abstract

Global EMI expansion has transformed higher education, but evidence for its impact in legal general education is scarce. In Taiwan, under the 2030 Bilingual Nation policy, this mixed‐methods study surveyed 812 undergraduates at twelve universities and conducted interviews with classroom observations. Structural equation modeling showed that English proficiency enhances learning outcomes both directly and indirectly by reducing language anxiety. High levels of course interaction neutralize the negative effect of anxiety on outcomes in interactive settings. The model explains 55 percent of variance in learning outcomes and remains robust after controlling for gender, socioeconomic status, and region. Qualitative findings identify peer support and immediate instructor feedback as key buffering mechanisms.

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