In Taiwan, the evolution of bilingual education is reconfiguring instructional practices under the 2030 Bilingual Policy. English Medium Instruction (EMI) has become prominent; however, learners are still challenged by the academic content and the linguistic complexities inherent in a second-language learning environment. This study revalidates an adapted self-regulated learning (SRL) scale through a linguistic lens, investigating how Taiwanese EMI learners negotiate language practices, discourse strategies, and affective responses to support their academic and language development. Factor analysis revealed five dimensions—Supportive Adaptation, Intrinsic Perseverance, Goal Setting and action Scheduling, Negative Affection, and Extrinsic Expectancy—with findings suggesting that learners' language proficiency and previous exposure to EMI contexts predict not just academic self‐regulation but also the effective management of language-related challenges. Implications for EMI pedagogy include explicit training in self-regulatory and language-discursive strategies to foster learners' capacity to navigate and transform classroom discourse.

Keywords: SRL strategies; EMI; higher education; bilingual education; Chinese-speaking context

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