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This study investigates the effectiveness of integrating simplified English and multiple learning tools in English-Medium Instruction (EMI) general education courses in non-English speaking contexts. As EMI proliferates globally, institutions face persistent challenges related to students' mixed English proficiency and the complexity of academic content. To address these challenges, this research examines a pedagogical approach that combines simplified English with diverse learning tools, including mind maps, group discussions, worksheets, and project work. An 11-item, 5-point Likert scale questionnaire was administered to 327 students enrolled in two EMI general education courses—"Creativity and Innovation” (n=168) and “Service Innovation” (n=159)—at a Taiwanese university of science and technology over five years (2020-2025). Mann-Whitney U tests were conducted to compare student perceptions across the two courses, and cross-table statistics were used to identify patterns in student responses. The findings reveal consistently high levels of student satisfaction across both courses, with no statistically significant differences detected between them (all p >0.05). Students reported strong agreement that the instructional approach enabled them to understand professional knowledge despite the EMI setting (78.9% agreement), stimulated the effectiveness of their English learning (76.8% agreement), and fostered willingness to take additional EMI courses (76.8% agreement). Students also reported high levels of personal effort in learning activities (81.6% agreement). However, the development of good study habits for class preview and review emerged as a relatively weaker area (58.2% agreement), suggesting a need for additional pedagogical scaffolding to support self-directed learning. The study concludes that combining simplified English with multiple learning tools represents an effective and transferable pedagogical strategy for addressing linguistic diversity in EMI contexts. While the approach facilitates content comprehension and student engagement, explicit attention to fostering autonomous learning skills remains essential for comprehensive EMI pedagogy.

Using yearly data on corporate social responsibility ratings from public-listed companies in Taiwan from 2013 to 2017, this paper empirically explores the impact of female directors ratio on corporate social responsibility rating, especially looking at whether the different impact of controlling ownership structure (public-dominated, co-governed, single-family) on corporate social responsibility rating. Our empirical results indicate that a higher the ratio of female directors significantly reduce the corporate social responsibility rating, especially for the family-controlled company. Although the public-owned controlling company improves the corporate social responsibility rating, however, the higher the ratio of female directors, regardless of the type of group, would significantly lower the corporate social responsibility rating.