Perspectives on the English Graduation Benchmark (EGB) Policy: Insights From Taiwanese Medical University Students

Abstract

In the face of growing globalization and international market integration, there is a rising demand for the English Graduation Benchmark (EGB) policy in Taiwanese higher education. While previous research has addressed students’ views on the EGB policy and its positive and negative effects on learning and teaching, medical university students’ perspectives still need to be explored. This study surveyed 755 students from 7 medical disciplines at a Taiwanese university, examining their experiences and attitudes toward the EGB policy. Four aspects were examined: students’ general opinion on the policy (GO), learning efforts put (LE), washback effect (WE), and support needed (SN). Findings indicate a broad consensus among students on the policy’s potential benefits, particularly in enhancing employability and prospects for further studies. Students primarily relied on vocabulary memorization and grammar study to boost their English skills. Delving into their emotional responses, the washback effect of the policy appeared minimal. Notably, the academic discipline emerged as a significant determinant of students’ views: College of Pharmacy students showed the highest support for the policy and the most pronounced washback effect. In contrast, the College of Medical Sociology and Psychology students expressed the highest demand for institutional support.