希望感模式應用於大學全英語授課之行動研究：以一門大一必修課程為例

An Action Research on the Integration of Hope Model into an EMI Course: An Example of Compulsory Course for Freshmen

隨著英語成為國際溝通的通用語言，設計全英語課程（English as a medium of instruction, EMI）也成為當前大學老師不可逃避的責任。然而由於目前仍缺乏相關的教學設計可供參考，因此本研究採取行動研究取向，針對一門大一必修課程，探討如何將希望感模式各個構面融入於此全英語課程中。研究發現，透過提供學生認知與動機面向的學習鷹架，並搭配滾動式課程設計與多元學習評量，本課程不但在過程中能有效減輕修課學生的學習焦慮與困難，在期末亦有不錯的學習成效，包括專業知能及英語能力皆有明顯進步。不過根據學生的期末課程匿名回饋，本研究體認到即便提供學生學習鷹架，少數學生仍可能因初始英語能力較為低落而在學習過程中感到相當吃力。因此本研究建議未來推行EMI課程時，教師除積極為學生搭起學習鷹架之外，校方亦可考慮根據學生程度進行分級授課或優先從選修課推動EMI課程，以維持進階學習之品質。

As English has become the lingua franca, it becomes an inevitable responsibility for university instructors to design courses with ''English as a medium of instruction'' (EMI). However, due to the lack of available teaching modules, this study takes an action research approach to explore how to integrate the Hope Model into a full English-taught compulsory course for freshmen. The study found that providing students with cognitive and affective scaffolding, along with adjusting the rolling course design and implementing multiple learning assessments, reduces learning anxiety and difficulties and produces good learning outcomes at the end of the semester, including improved English proficiency and professional knowledge. However, anonymous student comments revealed that some struggled with the learning process, probably because of their initial low level of English. Therefore, this study suggests that while scaffolding is crucial, implementing level courses or prioritizing EMI courses as electives can maintain the quality of advanced learning.