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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.

The progression of English First Additional Language (EFL) learners from foundational and intermediate phases to higher education poses considerable obstacles for both primary educators and tertiary institutions. This study presents an innovative multi-stakeholder viewpoint by incorporating the insights of instructors, higher education experts, and students, thereby delivering a thorough grasp of the issues encountered throughout educational stages. Notwithstanding initial language teaching, numerous EFL learners encounter difficulties with the academic requirements of higher education, frequently attributable to insufficient reading, critical thinking, and academic discourse competencies. This disparity adversely affects their successful assimilation and academic achievement in higher education. This study seeks to identify the primary pedagogical and systemic problems faced by educators in educating EFL learners, as well as those encountered by higher education institutions in facilitating their uninterrupted academic advancement. A qualitative study methodology will be utilised to collect data via semi-structured interviews with foundation and intermediate phase educators, language support professionals in higher education, and EFL students. Thematic analysis will be employed to reveal persistent patterns and insights. Initial findings indicate substantial discrepancies in curricular alignment, inadequate teacher preparation emphasising the scaffolding of advanced academic language abilities, and restricted comprehensive language support services in higher education. Students encounter challenges with academic reading, writing, and comprehending discipline-specific vocabulary. Addressing the EFL progression gap necessitates a collaborative and comprehensive strategy, incorporating explicit academic language training throughout all educational stages and creating strong support structures in higher education. This study employs a multi-stakeholder perspective to elucidate systemic obstacles to EFL academic achievement and offers pragmatic solutions for curriculum enhancement, teacher professionalisation, and improved tertiary language support.

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.

The progression of English First Additional Language (EFL) learners from foundational and intermediate phases to higher education poses considerable obstacles for both primary educators and tertiary institutions. This study presents an innovative multi-stakeholder viewpoint by incorporating the insights of instructors, higher education experts, and students, thereby delivering a thorough grasp of the issues encountered throughout educational stages. Notwithstanding initial language teaching, numerous EFL learners encounter difficulties with the academic requirements of higher education, frequently attributable to insufficient reading, critical thinking, and academic discourse competencies. This disparity adversely affects their successful assimilation and academic achievement in higher education. This study seeks to identify the primary pedagogical and systemic problems faced by educators in educating EFL learners, as well as those encountered by higher education institutions in facilitating their uninterrupted academic advancement. A qualitative study methodology will be utilised to collect data via semi-structured interviews with foundation and intermediate phase educators, language support professionals in higher education, and EFL students. Thematic analysis will be employed to reveal persistent patterns and insights. Initial findings indicate substantial discrepancies in curricular alignment, inadequate teacher preparation emphasising the scaffolding of advanced academic language abilities, and restricted comprehensive language support services in higher education. Students encounter challenges with academic reading, writing, and comprehending discipline-specific vocabulary. Addressing the EFL progression gap necessitates a collaborative and comprehensive strategy, incorporating explicit academic language training throughout all educational stages and creating strong support structures in higher education. This study employs a multi-stakeholder perspective to elucidate systemic obstacles to EFL academic achievement and offers pragmatic solutions for curriculum enhancement, teacher professionalisation, and improved tertiary language support.