Learning Perceptions and English Language Anxiety of EMI Blended Learning: A Comparison Taught by Local Faculty and Native English-Speaking Faculty

This study explores the relationship between learning perceptions in the context of English as a Medium of Instruction (EMI) blended learning. The sample included 537 Taiwanese undergraduate students to investigate the impact of perceived usefulness, perceived learning assistance, teacher support, learning comprehensiveness, and English language anxiety. Using path analysis, we compared EMI classrooms taught by local faculty and native English-speaking faculty. The results showed that perceived usefulness affected teacher support and learning comprehensiveness, both in EMI classrooms taught by local faculty or native English-speaking faculty. In addition, perceived learning assistance significantly influenced teacher support and learning comprehensiveness in EMI courses taught by local faculty, but not in those delivered by native English-speaking faculty. Across all dimensions tested, EMI courses taught by local faculty demonstrated more positive performance in the path analysis scores compared to those taught by native English-speaking faculty. These findings hold relevance for both EMI classes taught by local faculty and those instructed by native-English faculty.