大學教師EMI 專業發展及其實踐效益：以一密集EMI 工作坊為例

An Exploration on Continued Effectiveness of University Professors’EMI Professional Development and Teaching Practices: Taking an Intensive Workshop as an Example

2021年教育部《大專校院學生雙語化學習計畫》強調教師英語授課（English as a Medium of Instruction，EMI）培訓。研究採問卷與訪談探索跨校教師參加EMI培訓專業發展與教學實踐變化。研究發現：（一）全體教師EMI知能、EMI自我效能感及對EMI態度發展培訓後皆先提升，但學期中皆下降；（二）培訓有助具EMI授課經驗教師反思，且有助未具EMI授課經驗教師建立正面EMI教學想像；（三）培訓增加教授外籍生效能感，但對本國生效能感尚弱；（四）培訓能「延續性」與「共同參與」仍不足，歸因教師社群在各校尚未蓬勃發展；（五）現本國生修EMI課程誘因不足。2021年9月（110-1學期）EMI授課教師反應：（一）大學課程培訓應提供更多改編教材策略；（二）本國生程度分岐使教師感受培訓技巧與實踐落差。

In 2021, the Ministry of Education, Taiwan, launched“the Program on Bilingual Education for Students in College (the BEST Program)”which expanded EMI teacher training. The present study used surveys and interview to track cross-university instructors’changes in their teacher professional development. The study finds that: (1) All participants had positive changes reaching level of significance in terms of their EMI knowledge, EMI self-efficacy and EMI attitude after attending the workshop. However, all participants’statistics dropped in the middle of the semester. (2) The workshop triggered instructors who have EMI teaching experience to reflect on their teaching. It also helps instructors who do not have EMI teaching experience construct positive imagination toward EMI teaching. (3) Although the workshop has raised instructors’self-efficacy toward teaching foreign students, instructors maintain low self-efficacy toward teaching domestic students. (4) Core teacher professional development features‘duration’and‘collective learning’were not fully met as instructors found universities’lack of active EMI teacher professional communities to sustain their professional development after the training. (5) Instructors found little incentives have been provided to domestic students to take EMI courses. Also, the requirement of English use in class set by the BEST Program may deter domestic students from enrolling EMI courses. Instructors who taught EMI courses in Fall 2021 Semester particularly indicated that, (1) since many courses at universities do not have textbooks, strategies to make or adapt EMI teaching materials were insufficient in the workshop; (2) students’divergent English proficiencies posed challenges to apply EMI teaching techniques in practices. Instructors also feel difficult to reach the targeted English used in classroom set by the Minister of Education.