(1) Enhancement of Students' English Proficiency:

 To bolster students' English proficiency, our university's full-time faculty assessed students' English levels and developed four sets of materials for listening, speaking, reading, and writing. These materials facilitated students in improving their learning effectiveness. Additionally, our team of full-time faculty collaborated on producing six EMI (English as a Medium of Instruction) courses. These courses were complemented by the General Education Center team, which assisted in recording the courses, and professional personnel trained EMI teaching assistants in video editing skills. Through various themed courses, students were guided to explore different areas of interest. In the academic years 110-111, the school offered three sessions of evening English enrichment courses, totaling 12 classes with 277 students enrolled. The school used self-developed learning materials to enhance students' English listening, speaking, reading, and writing skills. Furthermore, a student workplace English cultivation course was offered in the 111 academic year, with a total of 432 hours spread across six courses in both semesters. In this aspect, the focus was on learning materials, teaching assistants, course offerings, and teaching content to enhance students' basic English abilities to meet the challenges of EMI courses. As an example, the results of pre- and post-tests conducted on over 4,000 students in the 110 academic year showed a significant improvement in learning outcomes.

(2) Construction of In-school EMI Teaching and Support Systems:

Through coordination between the school's administrative system and the academic departments, a total of 94 EMI professional courses were offered by various departments in the 111 academic year. As a result, 44.15% of second-year and firstyear graduate students took at least one EMI course (Table 1). In the 111 academic year, each department had successfully implemented at least one EMI course for second-year and first-year graduate classes. In the 112 academic year, plans are underway to convene consensus meetings in each college to devise the number of EMI courses, aiming to achieve at least a 50% participation rate for second-year and first-year graduate students. Additionally, on April 11 of the 111 academic year, the "Chinese Culture University Guidelines for Incentives for Full-time faculty to Teach in English" were approved, encouraging instructors to offer courses entirely in English. In order to understand the impact of EMI course promotion on teachers' instruction, a year-end survey of instructors' opinions on EMI courses was conducted. The overall rating of the end-of-course teacher opinion survey was 89.78 out of 100, indicating that the implementation of EMI teacher communities and training in the 111 academic year has enhanced teachers' instructional methods, receiving positive recognition from students.

Table 1: EMI Course Registration Rate of the Year 111

(3) Online Video Supplements to Assist EMI Teaching:

All EMI courses offered from the academic year 110 to 111 are assigned to welltrained teaching assistants who help the instructors with the management of the online course interface. To reduce the difficulties created due to language barriers, cameras and recording devices were purchased for instructors to prepare pre-recorded videos or document the teaching process in class. These videos were then uploaded to the EMI section on the Interactive Course Assistant System and made available to students for preview and review before and after the classes. Among the courses offered in the year 111, the total time students had taken on video preview and review was 24,371 minutes. In addition, three Cross-disciplinary Faculty Professional Development Groups were established during the year 111, including "EMI Teaching of the College of Science," "Tips on Full-English Teaching," and "Curriculum Design for EMI Teachers." These three groups engaged our faculty members in exploring EMI teaching with increased interest in the field.

Prospect for the EMI Project at CCU

Chinese Culture University has promoted full-English teaching since the academic year of 99. With ten years of experience, our initiative in EMI has been implemented generally in all departments and programs. More faculty members have joined our program as seeded teachers, and the percentage of EMI courses has increased. We will continue to implement these three objectives: 1) Enhancing student English proficiency, 2) Establishing a support system for instructors, and 3) Employing online teaching resources. To fulfill the first, we will conduct two projects: “Restructuring of Freshman English and English Lab courses” and “English Competence Enhancement.” For the second objective, we will proceed in the following three respects: “EMI Curriculum Design and New Courses,” “EMI Teacher Training and Support System,” and “EMI Teaching Management and Evaluation.” Concerning the third objective, we will devote further efforts to “MS Teams as an Interface for Learning Enhancement” and “Small Private Online Courses (SPOCs) with Flip Method.” We intend to enhance the quality of EMI teaching among our faculty members, raise student interest in English self-learning, and increase the overall effects of CLIL learning. With these measures, we hope our students will have smooth transitions from school to the career market and better competence in international exchange.