大學雙語課程的學生學習經驗—─以國立中山大學為例

STUDENTS’LEARNING EXPERIENCES IN BILINGUAL COURSES: THE CASE OF NATIONAL SUN YAT-SEN UNIVERSITY

研究目的
配合國家雙語政策的發展，教育部於2021年推動大專校院學生雙語化學習計畫，「以強化學生英語力，推動全英語授課（Englishas a Medium of Instruction, EMI），整體提升高教國際競爭力」，希望能提升大專校院教師英語教學能力及學生英語能力，企盼在全英語教學課程環境中，可以拓展學生國際觀及跨文化整合力。本研究旨在探究雙語教育課程之學生學習成效，同時串接校務系統的學生學籍背景資料，檢視哪些條件組合能夠使學生達到良好或高度的學習成效，以提供相關行政主管機關及各大學在EMI政策推動之參考。
研究設計／方法／取徑
本研究之資料來源為國立中山大學110學年度雙語課程學生學習經驗問卷，共回收1159份有效問卷，並且將填答結果串接個案學校校務系統中的學籍資料，利用模糊集合質性比較分析法（Fuzzy-setQualitative Comparative Analysis, fsQCA）進行分析。研究發現或結論
教師具備教學特色、學生課程參與度及滿意度高、以及教師在課堂有好的教學表現時，是提升學生學習力的前因，更發現到課程參與度及滿意度與英語授課的接受程度存在替代效果（Substitutioneffect）。此外，參與EMI的學生在選課時，首先對EMI有高接受度，且對自身英語能力有一定程度的把握，才會選擇修課，而學生是否會取得高GPA，則取決於教師的課程設計、如何引導並增加學生的參與度及滿意度。研究原創性／價值
鑑於以事證為本作為校務推動決策參考的重要性，本研究運用fsQCA檢視可確保創造學生高度學習成效的可行方案且探究面臨短期無法有效改善狀態下的補救方案，以提供創造因材施教的精準教學。有別於傳統的迴歸分析模型聚焦於確認變數間的影響淨效果，該研究方法運用集合概念進行分析，為社會科學議題分析帶來管理新思維。
教育政策建議或實務意涵
建議授課教師需要能提供明確且系統性的學科知識課程規劃及核心專業能力，並對應學科領域差異做彈性調整（例如跨領域教學、或實地參訪等等）。此外，大學行政端及系所端要能提供充分的英語授課教師增能工作坊及學生學習角落等增能與輔導措施，以利雙語課程之推動。

Purpose
In line with the development of Taiwan’s policy of achieving nationwide Mandarin/English bilingualism, in 2021 the Ministry of Education launched the Bilingual Education Program for Students in Higher Education, with the goals of strengthening students' English proficiency, promoting English as a Medium of Instruction (EMI), and enhancing the overall international competitiveness of Taiwanese higher education. The aims of this program are to enhance teachers’English teaching skills and to develop students’English proficiency, international perspectives, and cross-cultural integration in a full- English teaching environment. The purpose of this study was to explore the impact of bilingual education programs on student’s learning outcomes using student academic records to assess the conditions under which students achieve satisfactory or superior learning outcomes. The findings provide guidance for governmental authorities and university administrators in implementing EMI policies.
Design/methodology/approach
Data for this study were responses to a learning experience questionnaire by students at National Sun Yat-sen University who took EMI courses during the institution’s 110th academic year (2021.08-2022.07). A total of 1,159 valid questionnaires were collected. The responses were integrated with the students' university academic records from the case school's administrative system. Analysis of the data was conducted using the fuzzy-set qualitative comparative analysis method (fsQCA).
Findings/results
Findings revealed that teachers’instructional characteristics, their teaching practices, students’active participation in and satisfaction with the class served as the precursors of students’learning improvement. A substitution effect was found between students’levels of participation and their satisfaction with the class and acceptance of EMI teaching. Furthermore, it was found that before they decide to take EMI courses students should have a high degree of acceptance of EMI and a certain level of confidence in their English proficiency. Factors that determined whether students achieved a high GPA included teachers’curriculum design, how they guided students’engagement, and measures they took to enhance satisfaction with their classes.
Originality/value
In view of the importance of evidence-based input as a reference for policymaking, in this study fsQCA method was used to examine feasible strategies to ensure students’learning outcomes, and explores remedial solutions for short-term improvements in order to recommend appropriate teaching practices. Different from the traditional regression analysis, this method uses the concept of aggregation in the analysis to offer a new perspective on higher education administration in social science fields.
Implications for policy/practice
It is suggested that teachers should be able to apply core professional competencies to curriculum planning and provision of clear and systematic subject content knowledge as well as to make flexible adjustments in response to differences across disciplines (in such contexts as interdisciplinary teaching or fields visits). Furthermore, to facilitate the implementation of EMI policies, university administrations and departments should provide sufficient professional development opportunities for EMI teachers.