評估培訓對大學教師英語授課專業發展與教學效益之前導研究

A Pilot Study on Evaluating the Effect of Training on University Instructors’ Professional Development and Teaching Practices in English as a Medium of Instruction (EMI)

「大專校院學生雙語化學習計畫」推動英語授課（English as a Medium of Instruction, EMI），並要求大學辦理培訓以增進教師EMI專業發展。然缺乏培訓延宕成效之研究，使培訓、專業發展與教學間之關聯不顯。本研究採混合研究法，蒐集參與同一培訓25位教師四次問卷與追蹤訪談九位結訓後立刻進行EMI授課之教師三次，追蹤一學期EMI知能、EMI自我效能感及對EMI態度之變化，旨在探究教師培訓前後專業發展變化與其教學實踐情形。本研究發現：一、全體教師知能、自我效能感及態度於培訓後顯著提升，期中效能感及態度顯著下降，期末知能與培訓後相比，下降達顯著；授課教師知能在期中與期末未有顯著下降，自我效能感在期中微降，期末持平，惟態度在期中與期末相比，下降多，低於全體平均；二、從訪談推論以上結果之原因：教師於培訓時學習許多互動式教學策略，亦希望實踐於教學；因課程包含本國生與外籍生或皆為本國生，語言能力差異大，期中發現合作學習策略難以落實，教師自我效能感降低，採翻譯策略或減緩進度者人數增加；三、期末多數教師沿用培訓建議專題評量，亦增加多模態教材，然為達開課指標，需與本國生協商中、英語使用比例，自我效能感落差大；各校訂定語言使用比例，影響跨語言實踐，教師懷疑EMI對學習之成效，態度有所改變。本研究結果可供教學與政策執行參考。

The Ministry of Education (Taiwan) launched the Program on Bilingual Education for Students in College (the BEST program) to promote the expansion of English as a Medium of Instruction (EMI) courses in universities. Under this program, universities frequently organize training workshops supporting professional development. However, the effectiveness of these workshops remains unclear due to the lack of longitudinal studies on the relationship among training, professional development, and teaching practice. This pilot study adopted a mixed-methods approach, collecting data from 25 instructors who attended an EMI workshop through four surveys over one semester and conducting followup interviews with nine instructors who taught EMI courses immediately after the training to evaluate instructors’ professional development brought by the training and related changes in teaching practices. Participants’ EMI knowledge, self-efficacy, and attitudes toward EMI were collected and analyzed. Findings include: 1. All participants reported significant improvements in knowledge, self-efficacy, and attitudes immediately after the training. However, mid-semester, both self-efficacy and attitudes declined, and by the end of the semester, knowledge showed a significant decline. Notably, for participants actively teaching EMI courses, their knowledge levels remained stable throughout the semester, while self-efficacy declined mid-semester and plateaued thereafter. Their attitudes, however, significantly declined by the end of the semester, falling below the overall average. 2. The reasons for the above changes were identified through interviews, where participants reported benefiting from the interactive teaching strategies suggested by the trainers but struggled to apply collaborative learning strategies in classes with both domestic and international students or with entirely domestic students of varying English proficiency. These challenges led to decreased self-efficacy, reliance on translation strategies, and slower course progress. 3. Most of the interviewees reported project-based assessments and multimodal materials in their final evaluations. However, efforts to meet BEST program KPIs involved negotiating language use with students and adhering to institutional language usage requirements. These pressures contributed to instructors’ doubts about the effectiveness of EMI on learning, resulting in further declines in attitudes. The results offer insights to inform teaching practices and policy implementation.