本文探討運輸系所專業課程英語授課(EMI)發展現況，研訂EMI 關鍵績效 指標(KPI)，並連結教育資料庫進行分析，另採用準實驗設計法檢視個案課程多 年期中文及英語授課差異。研究發現：1. 運管學類有6 校7 系開設31 門以研究 所為主的EMI 課程，公、私立校系於各KPI 互有領先；2. 學生性別可能影響 EMI 課程之選擇；3. 約半數系所僅有EMI 課程，另半數僅有專業英語(ESP)課 程，學生無法在ESP 基礎下修習EMI 課程；4. 個案中文班及英語班教學評量結 果無統計上顯著的差異，支持教師續用英語授課。本研究建議運輸系所課程實 施中、英文各一班的模式，供學生適性選擇；各系以ESP 課程減輕學生對英語 的恐懼，EMI 課程則以傳授專業知識為主。本研究的KPI 及個案分析架構，可 供其他領域EMI 研究參用。

This study investigated the current practice of English-Medium Instruction (EMI) in the academic field of transportation. Key Performance Indicators (KPIs) of EMI were proposed and analyzed based on the education databases in Taiwan. A multi-year case study compared EMI with Chinese-Medium Instruction (CMI) via quasiexperimental design. The findings are as follows: 1. Seven departments in six universities had 31 EMI courses primarily in the graduate programs. The departments in the public universities fared better on certain EMI indicators, while those in the private ones did better on others. 2. Gender might be a factor of choosing EMI courses. 3. About half of the departments offered EMI courses without English for Specific Purposes (ESP) courses, and vice versa, violating the ideal model of using ESP to sustain EMI. 4. The course evaluation of CMI and EMI classes did not show statistically significant differences in the case study, supporting the continuance of EMI. It is suggested that the transportation departments adopt the one-CMI and one-EMI class model to meet students’ needs. Moreover, ESP courses (with more emphasis on English) should be offered to ease students’ language phobia. EMI courses, therefore, can focus on content knowledge. The KPIs and case analysis framework proposed in this study are eligible for other fields.