大學推動全英語課程需要透過機構策略與管理、課程與教學改革、教師專業成長、促進學生學習、課程品質保證與學校國際化等面向的配合，方能順利實施，從而提升學生的國際力。任何課程改革都是以學習者為中心的考量，如何引導學生修習課程、提供學習支持系統，進而搭建學習鷹架，實為大專校院推動「學生雙語化學習計畫」的重要課題。本文以國立臺灣師範大學為例，運用校務研究辦公室的分析資料與雙語教育推動辦公室的學生學習調查資料，分析臺師大目前推動全英語課程時，在學生學習上面臨的挑戰，包括如何讓更多學生投入EMI課程學習、如何讓學生持續修習更多EMI課程、課程如何兼顧專業知識與學術英語學習、如何提供多元學習鷹架促進學習成效、如何確保課程品質等。本文說明臺師大如何面對這些挑戰，透過不斷反思與轉化的歷程，提出相對應的策略，希望臺師大的實踐經驗可作為其他大專校院推動EMI課程之參考。

As one of the four key cultivation universities of the Ministry of Education’s Program on Bilingual Education for Students in College, National Taiwan Normal University promotes EMI courses through coordination across institutional strategies and management, curriculum and instructional reforms, professional development for teachers, facilitation of student learning, assurance of course quality, and campus internationalization. This article presents a case study on NTNU, utilizing data from the Office of Institutional Research and survey data collected by the Office of Bilingual Education, with which it analyzes the challenges faced by NTNU students who participate in EMI courses. These challenges include how to engage more students in EMI courses, how to encourage students to consistently enroll in more EMI courses, how to balance student learning on professional knowledge and academic English, how to provide diverse scaffoldings to enhance student learning effectiveness, and how to ensure the quality of EMI courses. This article describes how NTNU addresses challenges and proposes corresponding strategies after curriculum implementation and reflection, hoping that practical experiences at NTNU can function as a reference for other higher education institutions which promote EMI courses.