近年來，在學界已有許多探討以英語作為主要授課語言與學生學習成效之文獻與實證研究，但迄今卻仍甚少有學者探究教師在全英語授課時使用之教學策略或教學法對大學生學習之影響。為增進學界及大學教師對於此議題之瞭解，本研究主要探討在全英語授課之閱讀課程中，結合反思寫作作為主要教學策略對於大學生的學習之影響。藉由瞭解來自多元專業背景及不同年級的26名大學生對於全英語授課之課程結合反思寫作作為主要教學策略之看法，一方面可增進學界對於在全英語授課時，結合反思寫作的教學策略與大學生學習之關係的認識與瞭解，另一方面或可協助全英語授課之大學教師將此教學策略運用於班級人數眾多或教授具多元專業背景且學生英語程度不一的大學課程中。

Research on English as the medium of instruction has proliferated in the past decades. To date, few studies have investigated the influence of pedagogical tools used by teachers to foster the learning of college students in EMI contexts. This paper reports preliminary findings from classroom research investigating 26 college students’ perceptions of reflective writing in a general education course taught in English. The participants were enrolled in a reading course at a private university in northern Taiwan. They were of varying English proficiency levels and majoring in different fields. Analyses on their responses to eleven Likert-scale questions and three open-ended questions were conducted. The findings benefit not only students taking EMI courses but also instructors who are teaching a large size class in English and teachers whose classes have students of diverse professions and varying English proficiency levels.