Abstract:

This study examines the impact of subject content versus the English language on students whose first language is non-English. Focusing on Applied English juniors and above, the course in question required negotiation learning through English. Surprisingly, students often reverted to their native language (Mandarin Chinese) during scenario discussions and role-play, despite the assumption that English should be exclusively used. The semester-end survey, based on a 5-point Likert scale, revealed several key findings as follows. First, the course facilitated diverse problem-solving approaches. Secondly, negotiation skills were effectively put into practice. Thirdly, role-play activities played a critical role. Fourthly, teacher-delivered lectures enhanced content understanding. Interestingly, when asked about continuous English usage, approval significantly dropped when foreign students were present. These results suggest that prioritizing knowledge acquisition, skill internalization, and higher-order abilities is essential, even if the “whole English” pattern is not strictly enforced during class.