隨著臺灣政府積極推動「雙語國家2030」政策，EMI(English as a Medium of Instruction)教學成為提升學生全球競爭力的重要手段。本研究旨在透過對臺灣地區大專院校學生參與EMI 課程經驗的調查，探討EMI 教學是否能有效提升學生的學習動機、英語自我效能、多元文化意識及全球競合力，並期望為未來雙語教育政策的實施與調整提供研究支持。本研究之研究目的如下：（一） 探討大學生在參與EMI 課程後對多元文化意識之差異；（二）評估大學生在參與EMI 課程後對全球競合力之差異；（三）檢視大學生在參與EMI 課程後對英語自我效能之差異；（四）探討大學生在參與EMI 課程後對學習動機之差異。
本研究以臺灣教育部「大專校院學生雙語化學習計畫」全校型標竿大學學生為主要研究對象，採用量化問卷調查，取得860份有效樣本，使用五點量表，並以SPSS進行獨立樣本t檢定與單因子變異數分析。結果顯示，EMI 修習門數與年數對多元文化意識、全球競合力、英語自我效能與學習動機皆達顯著差異。根據事後比較(LSD)，整體而言修習達3門以上或修習達3年以上者在四個變項中的表現最佳，尤以英語自我效能最為明顯；顯示EMI參與程度與學生相關能力呈正向關聯如下：
一、不同EMI 修習門數與年數對大學生之多元文化意識具有顯著差異，其中修習EMI學生的多元文化意識高於無修習EMI的學生。
二、不同EMI 修習門數與年數對大學生之全球競合力具有顯著差異，其中修習EMI學生的全球競合力高於無修習EMI的學生。
三、不同EMI 修習門數與年數對大學生之英語自我效能具有顯著差異，其中修習EMI學生的英語自我效能高於無修習EMI的學生。
四、不同EMI 修習門數與年數對大學生之學習動機具有顯著差異，其中修習EMI學生的學習動機高於無修習EMI的學生。
基於本研究之研究結果，研究者針對 EMI 教學提供研究相關建議，供未來從事EMI研究之教育者與研究者參考。

With Taiwan's Bilingual 2030 policy promoting English as a Medium of Instruction (EMI), this study examined the effects of EMI on college and graduate students' multicultural awareness, global competitiveness, English self-efficacy, and learning motivation. A quantitative survey was conducted with 860 students from key cultivation universities under the Ministry of Education's bilingual program. Data were collected using a 38-item, 5-point Likert-scale questionnaire and analyzed with independent-samples t-tests and one-way ANOVA. The results showed that both the number of EMI courses taken and years of EMI study had significant effects on all four variables (p < 0.05). Fisher's LSD post hoc analysis further indicated that students completing three or more EMI courses or three or more years of EMI study achieved the highest scores, particularly in English self-efficacy. Overall, greater EMI participation was associated with better learning outcomes. The findings suggest that universities should strengthen support during students' initial adaptation to EMI while promoting sustained participation to enhance global competitiveness and multicultural awareness.

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