(1) Implementation and results of bilingual learning plan

        Our school implements the bilingual learning plan for college students and has the following measures:

1.     Establish a driving group to strengthen the horizontal connections across the organization, and create learning environments that integrate academic learning and practical application:

The National Chiayi University Bilingual Education Promotion Team has been set up with Vice President as the convener. The University’s Academic Affairs Office and Language Center are dually responsible for promoting the administrative work of the bilingual education project. In coordination with the Office of International Affairs' efforts to internationalize the campus, the bilingual learning program will be extended to the seven major colleges to deepen bilingual education. Through the operation of this task force, ample learning resources will be provided for both faculties and students.

2.     Provide students with EMI learning incentives and promote student learning-based learning effectiveness assessment and tutoring mechanisms to improve English learning ability:

Provide various incentive measures to encourage students, such as (1) establishing a "Pilot Incentive Plan for National Chiayi University Students Taking English-Instructed Courses (English as a Medium of Instruction, EMI)" to provide incentives to those students taking EMI courses. In the 112th academic year, 14 students passed the review and were awarded a bonus of 56,000 NTD. (2) Provide English proficiency improvement bonuses, awarded to 424 people in the 112th academic year; organize one oral and one writing English competition, establish an English writing consultation center, and provide 48 English writing consultation appointment times to improve students' English writing skills. Our school uses diversified self-study activities, provides an immersive English environment, uses online English self-study software and participates in physical activities, plans competitions of different natures and provides bonuses to increase motivation for participation, such as English dubbing competitions and English spelling bees. We also design activities to improve English speaking (such as online appointments with foreign teachers and international salons), and also organize a number of lectures. We also provide graded classes for the required freshman English courses to train listening, speaking, reading and writing abilities. The sophomore year is for elective English courses. A total of 33 courses such as EAP, ESP, EOP, and EGP are offered. Through the training of required and elective English courses, our students can substantially improve their English achievements. 

3.     Teaching empowerment and support for teachers:

A rolling amendment to the "Implementation Points of Rewarding Teachers for Teaching in English (EMI)" policy to provide teacher 2 times teachers’ hourly fees (including hourly fees for remedial teaching), 8,000 NTD in textbook subsidies, and department-promoted EMI activities fees to encourage teachers to start classes. At the same time, teachers are required to record videos at least 6 times and upload them to the teaching platform, and there is also a clear plan to provide subsidies. Items performed by the instructor serve as the basis for course quality assurance. In terms of teacher teaching empowerment and support, 5 seminars were held in the 112th academic year, with a total of 471 participants. In addition, an EMI teacher community was established, and 6 teacher community sharing sessions were held in the 112th academic year; joined the EMI of Sun Yat-sen University and National Chung Hsing University the Teaching Resource Center Alliance School. Collect information from various colleges and universities and the EMI Teaching Resource Center to provide information on EMI-related training courses and empowerment lectures to all teachers and students in the school.

4.     Promote EMI course quality assurance measures, and management and examination mechanisms:

In terms of quality assurance measures, EMI teachers must attain a minimum score of 3.5 in the most recent student evaluations of the course. EMI courses must provide English syllabi, record courses or make relevant videos to upload to the teaching platform for students to review after class, and offer their teaching experience and suggestions as reference for future EMI teaching and planning at the end of the semester. A total of 28 teachers participated in the project in the 112th school year and provided the above information.

In terms of the management and examination mechanism, the school has set up the "Management and Examination Meeting for the Popularization and Improvement Plan of Student Bilingual Learning". The management and examination meeting is chaired by the vice president, and includes the heads of the Academic Affairs Office, the Language Center, the International Office and each college unit and project implementation staff. They are all members of the meeting. They give relevant suggestions based on the implementation of the plan, implement and check the implementation progress of each sub-plan and track the implementation of funds.

5.     Inter-school resource sharing cooperation:

Establish a website for the bilingual education promotion group to announce event information and EMI-related courses and lectures offered by colleges and universities and EMI teaching resource centers. Our school has joined the National Taiwan University System and the Sun Yat-Sen University Southern District Bilingual Regional Resource Center as a regional partner school to provide our teachers with more EMI teaching resources.

(2) Methods for schools to carry out plans and promote self-evaluation

The self-evaluation report of the 112th academic year plan is sent to external committee members for evaluation. The committee members believe that the school’s measures to improve students’ English proficiency, measures to build on-campus English teaching and support systems, related supporting measures, and other management and examination mechanisms have all been achieved and in line with the planned goals. However, it is recommended that the school start with the most basic level for students with low or intermediate English proficiency. Course design based on English proficiency, tracking the proportion of teachers using English in EMI courses in the future, increasing the proportion of foreign teachers, etc. Subsequently, the self-evaluation report and external review results will be submitted to the "Students' Bilingual Learning Popularization and Improvement Plan Management and Examination Meeting" report.
After nearly 3 years of project implementation and based on committee evaluation opinions, our school has continuously improved and updated its bilingual learning measures for students, such as the establishment of the "National Chiayi University Student Incentive Pilot Program for Students Taking English-Taught Courses (EMI)" , "Implementation Points of Rewarding Teachers for All-English Instruction (EMI)", and starting from the 2012 academic year, the content of the freshman English proficiency test has been replaced by the English Score standardized test Core Skills Test item developed by the British Council. At the beginning of the first semester of the freshman year A pre-test will be conducted, and a post-test will be conducted at the end of the second semester of the freshman year. The test scores will directly correspond to the CEFR standards to track students' listening and reading abilities. At the same time, a new speaking assessment will be added in the first semester of the 112 academic year and a new writing test will be added in the next semester. Assessment to comprehensively understand students' performance in four English abilities: listening, speaking, reading and writing. This project is very helpful to schools, but there are still many measures that need to be improved. We hope to continue to receive support from the Ministry of Education and continue to provide more help to students and teachers, so as to improve students' basic English proficiency and professional English skills. All have improved.