The Role of Pedagogy in the Relationship Between Expectation Confirmation, Satisfaction, and Students' Willingness to Continue in English-Medium Instruction

Abstract

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In recent years, English-medium instruction (EMI) in Taiwanese higher education has seen rapid-paced growth, especially under the Bilingual 2030 plan and The Program for Bilingual Education for Students in College (BEST) promoted by the Ministry of Education. Given the nascency of BEST, studies undertaken to investigate the implementation of EMI in Taiwanese higher education are scant. Using expectation confirmation theory (ECT), the current study explores predictors of satisfaction with EMI and EMI continuance intention. Particularly, this study investigates the relationships between expectation confirmation, satisfaction, and continuance intention, with emphasis on the role of pedagogy among these relationships. Data was collected from six large universities in Taipei City, with a sample size of 442 students. Hypothesis testing was conducted in IBM SPSS to perform correlation and regression analysis. Findings revealed that pedagogy is a significant predictor of satisfaction with EMI. Further, results supported ECT by showing confirmation as a significant predictor of satisfaction with EMI and satisfaction as a significant predictor of EMI continuance intention. This study not only serves to validate ECT in the context of EMI education, but it also provides a snapshot of the current state of pedagogical practice in EMI classrooms and serves as a formative evaluation of bilingual education policies under BEST.