Abstract

Summary of the results of the 2022 bilingual learning project for university students at MUST

110大專校院學生雙語化學習計畫成果摘要

The goals of bilingual learning project at MUST are "optimization of curriculum development", "internationalization of teachers and students' performance", and " university-wide bilingual promotion ". It is hoped teachers and students can be empowered through bilingual education. The creation of bilingual environment, as a training contexts for EMI instruction, can facilitate the international participation of MUST and improve its international competitiveness.

The development characteristics of this project are, firstly, to establish a bilingual teaching environment with both hardware and software. Secondly, to coordinate teaching and management step by step. Thirdly, to build a training system for bilingual professional teachers and bilingual TAs. Fourthly, to strengthen the EMI bilingual curriculum, connect with careers and create bilingual win-win values. Fifthly, to connect with off-campus and international bilingual experts from the inside out and establish a supporting mechanism. Sixthly, to cultivate high quality industrial bilingual talents as the core value. According to the three self-assessment dimensions of curriculum, teachers and student learning, a school-wide student questionnaire survey, a school-wide teacher questionnaire survey, and feedback from experts inside and outside the school for the 110th academic year were conducted and discussed in depth one by one. As a result, a comprehensive summary of the ten major achievements of the Internationalization and Diversity Environment Project carried out by MUST in the first year is presented.

1. Promotion of EMI courses: 64 EMI courses were offered in the first and second semesters, accounting for 2% of the total courses in the school. A total of 22 English courses were taught with EMI professional courses, accounting for 5.8% of the school's English courses. It has a significant effect on students' learning and improves students' awareness of English. Most students who have taken EMI courses have positive feedback, and they have a high degree of participation in English activities in the classrooms.
2. Promotion of Pre-EMI courses: There were 7 courses in the whole school across colleges, and a total of 250 students participated in the courses. From the teacher's teaching sharing, we know that students' language learning anxiety can be significantly reduced by learning professional courses in English.
3. The construction of interdisciplinary bilingual teachers: The five colleges of the university carried out bilingual teacher trainings, and recruited 2 cross-field bilingual teachers and two foreign teachers. Teacher Ruan Yumei is a Vietnamese teacher who teaches in the department of Civil Engineering and Environmental Engineering offers building information modeling practice courses, computer graphics courses, engineering evaluation courses, and architectural BIM modeling courses in 110-2. Teacher Mashandi is a Filipino teacher who teaches in the Department of Industrial Engineering and Management. She offers English courses and business English introductory courses in 110-2.
4. EMI teacher community and training plan: EMI PD teacher training courses and lectures, which have been attended by about 200 people; EMI bilingual teaching teacher training seminars, which have been attended by 110 teachers; EMI professional course teacher growth groups held 5 times with a total of 50 participants; over 100 teachers and experts from inside and outside the university participated in professional development seminars for bilingual teaching teachers at Ming Hsin University of Science and Technology. One of significant achievement is 35 faculty members school-wide passed TKT CLIL test and received international training certificates. 
5. Bilingual teaching assistant TA training: To enhance the recognition and peer effect of teaching in EMI professional courses and gradually promote the implementation of EMI teaching. The school's approach is not to emphasize training in academic areas, but rather hopes to establish a bilingual teaching assistant TA mechanism to strengthen teachers' classroom teaching. Currently, 10 bilingual TAs have been trained, and their feedback on the overall training has been very high. They are also positive about the promotion of ELL and EMI programs. 
6. Construction of software and hardware in a friendly bilingual campus: It is an important link in the popularization plan. The software includes the construction of English learning software and open courses, as well as the addition of hardware equipment such as air English classroom teaching materials (authorized by the whole school), basic English pre- and post-test (various English question banks), English presentation ability (Tronclass open course), expect to improve the effectiveness of English independent learning, the presentation ability course is currently used by about 60 teachers and students. Hardware facilities include bilingual signs school-wide, standardize bilingual admin and academic units, and bilingual decoration of student clubs.
7. Diversified English improvement models and emphasis on students’ differential learning: The school’s students have a large gap in English, and the principle of helping the weak is to provide students with multiple bilingual learning opportunities, including various English activities and multiple English tests, etc.. There are more than 300 students attending International student exchange and Globe Café activities. The MUST Buddy Program is a way for foreign students to serve English Day in the library to promote exchanges and interactions between domestic students and foreign students, and the students’ feedback is positive , but due to the impact of the epidemic, the activities of the second semester were not able to interact with food, and there were restrictions. However, on the whole, foreign students interacted closely with domestic students, which has the effect of substantially improving English. The results of the pre-test and post-test of students' English ability have significantly improved. A total of 841 students participated in the pre-test and post-test of the "TOEIC Elite Class" and "G-TELP English Tutoring Class". The total class size is about 400 people.
8. Aligning with international standards and digital technology-assisted teaching: Applying the principle of technology-assisted teaching, the school encourages bilingual seed teachers to introduce curriculum units, builds relevant bilingual interactive walls to enhance students' motivation and effectiveness in English learning, and sets up relevant workshops to train bilingual teachers and improve technology application literacy and skills.The school builds bilingual corridors and interactive walls to improve students' motivation in language learning through gamified learning. It also builds "APEC International Conference Simulation Classroom" and MUST FUN with APEC App, providing students with software and hardware for interactive learning of APEC international conferences.
9. Adequate communication between academic and administrative units, pooling wisdom and efforts: In order to achieve the goals and objectives of the bilingual Project, there must be adequate communication channels between academic and administrative units, and there is also room for flexibility and adjustment in improving the program and the coordination of faculty teaching and student learning through the cooperation of the deans and vice presidents of each college with the administrative units.
10. Reach the important indicators of the school’s Project: (1) The increase rate of EMI professional courses is 2%. (2) The proportion of English teaching in English courses reaches 6%.(3) 0.5% of sophomore and master’s students take 1 course EMI professional courses, our school has achieved all the plans in the first year, and has grown slightly. The school increases the number of EMI courses in a gradual and flexible manner, and gradually increases the number of students taking courses in the sophomore and the first year of the master's degree. The number of EMI professional courses has reached 2%, and English courses have been adopted in English up to 6%. Sophomores and masters who have completed English-taught (EMI) courses have reached the standard. There are 7 bilingual teaching assistants, 35 bilingual seed teachers, and employment 2 foreign teachers.