大學生參與學術研究已被認定有正面效益。然而，過往的研究多著眼於自然學科的實驗研究，極少著重語言類科之學術研究經驗。因此，本研究將從學生與教師觀點探究獨立研究課程如何提供以英文為外語的英文主修學生有意義的學術研究經驗。研究對象為9位教師與23位學生。兩份問卷分別交由教師與學生填答。描述性統計與質性內容分析並進。研究發現顯示提升研究能力是學生最大的挑戰，也是最大的收穫，而繁重的教學與貧乏的支援是教師面臨的困境；反之，充分的資源與支持足以優化此經驗。希冀此研究有助於英語教育者將學術研究融入大學英文課程。

Undergraduate research experiences (UREs) have been considered as a high impact practice because it promotes knowledge acquisition, professional advancement, and personal development (Lopatto, 2010). Many studies on UREs focused on nature-science students working in labs or with a group in research courses. However, few studies examined students in applied linguistics departments, and far fewer studies discussed UREs of English majors in the EFL context. This study investigated UREs of English majors from the perspectives of EFL learners and instructors in Taiwan. Nine instructors and 23 Applied English Majors participated in the study. Two modified questionnaires on UREs were distributed to students and instructors respectively for data collection. The data collected from questions with Likert Scale were analyzed with descriptive statistics and the responses to the open-ended questions were analyzed with the qualitative content analysis to establish themes for discussion. The findings revealed that students were highly motivated due to preparation for graduate school and the project ownership. The benefits and challenges were presented as two sides of a coin, manifesting that both students and faculty worked together to overcome the obstacles in academic writing, time management, and health problems so as to taste the fruitful harvest in professional and personal growth. The results also disclosed the essential attributes for successful implementation of independent research courses. It is hoped that the findings would be valuable assets to the field of English education, especially in the EFL context.