With the support of the Ministry of Education and the collaborative efforts within the school, all indicators have been fully achieved. The characteristics and highlights of the achievements for the 112 academic year are as follows:

A. Characteristics:

1. Developing Workplace-Oriented EMI Courses: A total of 40 EMI (English as a Medium of Instruction) professional elective courses for sophomores and first-year graduate students were offered by various departments according to their professional attributes (18 courses were offered in the Sophomore year, accounting for 9.84% of the total 183 courses offered; 22 courses were offered in the first year of graduate programs, accounting for 16.79% of the total 131 courses offered). This marks a 66.67% increase compared to the 24 courses offered in the 110 academic year.
2. Creating EMI Teaching and Learning Environment: By the 112 academic year, 232 teachers had received professional training. The proportion of daytime students taking EMI, ESP (English for Specific Purposes), and other English-related courses reached 38.85%.
3. Promoting Public and Collaborative EMI Courses: A total of 12 instances of EMI classroom observations were conducted, effectively reviewing the teaching process and facilitating continuous improvement and growth among teachers.
4.  Peer Learning Community for EMI Teachers: 42 teachers participated in peer learning communities, discussing and developing collaboratively professional course plans and teaching materials suitable for students.
5. English-Only TAs Assisting in Freshman English Courses: 12 English-Only Teaching Assistants (TAs) were recruited to assist in English course teaching.

B. Achievements:

1. Enhanced Ability in Teaching in English for Professional Purposes: A total of 37 teachers completed and obtained teaching qualifications.
2. Utilization of Inter-School EMI Community Resources: Two EMI communities were jointly established with four other schools.
3. Students' Ability in International Academic Research: 245 students successfully referenced foreign literature to complete their theses.
4.  Significant Improvement in Students’ Basic English Skills: With the assistance of 12 English-only TAs, the improvement rate in freshman English courses reached 56.67%, with speaking and writing improvement rates reaching 30.85%.
5. English Proficiency for Professional Purposes of Undergraduates and Graduate Students: The rate of sophomores taking EMI courses was 26.28%. Additionally, 75 students achieved CEFR B2 level or above, and 9 students successfully obtained opportunities to study overseas.