大學教師實施全英語教學之研究

A Study on the Implementation of English-Medium Instruction Courses by University Teachers

本研究旨在探討大學教師對全英語教學的看法、實施經驗與面臨的挑戰，提供未來大學與教師全英語課程規劃與改善的建議。本研究採半結構式訪談法蒐集資料，研究結果如下：一、教師對全英語教學的看法，包括：1.配合國家雙語政策；2.符合學校全英語教學KPI；3.提升部分學生英語能力與國際觀；4.能吸引國際師生；5.提供學生多一種選擇；6.執行全英語教學需考慮學生程度、教師教學成本和配套措施。二、教師執行全英語教學的經驗：1.多數教師使用英語授課比例超過九成；2.學生英語程度不一，影響教師執行全英語課程的成效；3.教師使用的教學策略，包括：(1)建立學生信心；(2)適時補充中文說明；(3)增加互動討論；(4)調整課程內容難易度；(5)提供趣味性的教材。三、執行全英語教學的挑戰，包括：1.備課時間過多，影響教師從事研究與進修；2.學生程度不一，教師需隨機應變；3.學生學習動機弱，教師上課面臨挑戰；4.課程內容與深度減少，知識無法轉化；5.開設全英語課程誘因低。

This study aims to explore the views, implementation experiences, and challenges faced by university teachers in English-Medium Instruction (EMI) courses and provide suggestions for universities and teachers planning and improving EMI courses. Semi-structured interviews were conducted to collect data. The results of the study are as follows. First, the views of teachers on EMI courses include the following (i) Aligning with the national bilingual policy, (ii) Meeting the KPI of the schools’EMI courses, (iii) Improving the English proficiency and international perspectives of some students, (iv) Attracting international students and teachers, (v) Providing students with an additional option, (vi) Implementing EMI courses require consideration of students’proficiency levels, teacher teaching costs, and supporting measures. Second, the teachers’experiences implementing the EMI courses include (i) Most teachers have a proportion of English-language instruction exceeding 90%. (ii) Students' varying English proficiency levels affect teachers' effectiveness. (iii) Teaching strategies used by teachers, including: building student confidence; providing timely Mandarin explanations; increasing interactive discussions; adjusting the difficulty level of the curriculum; and providing exciting teaching materials. Third, the challenges of implementing EMI courses include (i) Excessive preparation time hindering teachers’engagement in research and professional development, (ii) Adapting and adjusting teaching methods according to varying levels of student proficiency, (iii) Students lack of motivation, posing challenges in class, (iv) Reduced course content and depth, impeding knowledge transformation, (v) Insufficient incentives for offering EMI courses.