Publication Details
- Authors
- Thanh Hien Frede Vo
- Jacob Reidhead
- Status / Format
- Published / Journal Article
- Citation
- Vo, T. H., & Reidhead, J. (2026). Navigating bilingualization: challenges and adaptation of Vietnamese master’s students in English-medium instruction under Taiwan’s bilingual 2030 policy. Asian Education and Development Studies, 1-19.
- Year / Venue
- 2026 / Asian Education and Development Studies
- Volume / Issue / Pages
- 1-19
Publication Content
Abstract
Purpose – This study investigates the challenges faced by Vietnamese master’s students enrolled in bilingual and English-Medium Instruction (EMI) programs in Taiwan. It examines how institutional, linguistic, cultural, financial, and health-related factors shape their academic and social adaptation within the bilingualization framework of Taiwan’s Bilingual 2030 Policy (BN2030). By doing so, it highlights implementation gaps and the sociolinguistic tensions embedded in Taiwan’s push for bilingual higher education. Design/methodology/approach – A mixed-methods design was employed. Six semi-structured interviews with Vietnamese master’s students were analyzed using thematic analysis to capture lived experiences. To complement these qualitative insights, Latent Dirichlet Allocation (LDA) topic modeling was applied to the interview transcripts, enabling computational validation of emerging themes. The research adapts Cheung’s (2013) Transactional Acculturation Stress and Adjustment Model (TASAM) to interpret the dynamic process of adaptation. Findings – Four major challenges emerged: socio-cultural adjustment, academic challenges, financial constraints, and health and well-being challenges. Students reported uneven EMI delivery, linguistic hierarchies, limited institutional support, and reliance on peer networks. LDA analysis confirmed these patterns and revealed hidden subthemes of identity negotiation and coping strategies. Originality/value – This study contributes by combining qualitative and computational approaches under a single framework (TASAM–LDA). It provides new insights into how Southeast Asian students experience Taiwan’s bilingualization in practice and suggests directions for more inclusive EMI implementation.
Keywords
BN2030, EMI challenges, Higher education, International student adaptation, LDA topic modeling, TASAM, Thematic analysis, Vietnamese students
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