英語授課指標暨多年期英語運輸課程教學評量之探討

Investigation of English-medium Instruction Indicators and Chronic Teaching Evaluation on English-taught Transportation Courses

本文探討運輸系所專業課程英語授課(EMI)發展現況，研訂EMI關鍵績效指標(KPI)，並連結教育資料庫進行分析，另採用準實驗設計法檢視個案課程多年期中文及英語授課差異。研究發現：1.運管學類有6校7系開設31門以研究所為主的EMI課程，公、私立校系於各KPI互有領先；2.學生性別可能影響EMI課程之選擇；3.約半數系所僅有EMI課程，另半數僅有專業英語(ESP)課程，學生無法在ESP基礎下修習EMI課程；4.個案中文班及英語班教學評量結果無統計上顯著的差異，支持教師續用英語授課。本研究建議運輸系所課程實施中、英文各一班的模式，供學生適性選擇；各系以ESP課程減輕學生對英語的恐懼，EMI課程則以傳授專業知識為主。本研究的KPI及個案分析架構，可供其他領域EMI研究參用。

This study investigated the current practice of English-Medium Instruction (EMI) in the academic field of transportation. Key Performance Indicators (KPIs) of EMI were proposed and analyzed based on the education databases in Taiwan. A multi-year case study compared EMI with Chinese-Medium Instruction (CMI) via quasi-experimental design. The findings are as follows: 1. Seven departments in six universities had 31 EMI courses primarily in the graduate programs. The departments in the public universities fared better on certain EMI indicators, while those in the private ones did better on others. 2. Gender might be a factor of choosing EMI courses. 3. About half of the departments offered EMI courses without English for Specific Purposes (ESP) courses, and vice versa, violating the ideal model of using ESP to sustain EMI. 4. The course evaluation of CMI and EMI classes did not show statistically significant differences in the case study, supporting the continuance of EMI. It is suggested that the transportation departments adopt the one-CMI and one-EMI class model to meet students' needs. Moreover, ESP courses (with more emphasis on English) should be offered to ease students' language phobia. EMI courses, therefore, can focus on content knowledge. The KPIs and case analysis framework proposed in this study are eligible for other fields.