1. Establishing and Strengthening Organizational Structure

This project has instituted the "1368 Implementation Framework," which received approval at the administrative meeting on September 27, 2021. A university-level cross-unit "Bilingual Teaching Program Office" has been established, with the university president serving as the director and the head of the Department of Foreign Languages and Literature appointed as the executive director. A minimum of two professional staff members have been assigned, with adequate resources allocated to support the initiative. The office collaborates closely with the Language Teaching Center and other academic and administrative units, ensuring a well-defined division of responsibilities.

Furthermore, the MBA 1+1 dual-degree master’s program has been instituted through a Memorandum of Understanding (MOU) with the University of the West in the United States, ensuring course articulation. The international business 2+2 bachelor's program has been further expanded to promote curriculum internationalization. Over the past two years, 19 students have enrolled in the dual-degree program at the University of the West, with 11 students successfully completing their degrees.

1. Developing an Integrated Model of Formal, Informal, and Hidden Curricula

In the 2020 academic year, only 20.7% of the university’s English-medium instruction (EMI) courses met the Ministry of Education’s EMI course definition. To address this issue, an integrated model incorporating formal, informal, and hidden curricula has been developed. The formal curriculum emphasizes EMI courses, with the enrollment rate of domestic sophomore and first-year master’s students in EMI courses increasing from 5.4% in 2020 to 13.1% in 2023. Additionally, the proportion of daytime undergraduate graduates attaining B2-level English proficiency rose from 0.38% to 0.5%.

The university has also introduced a transnational EMI online course, "Global Environmental Change and Sustainable Development," in collaboration with Rajamangala University of Technology Lanna in Chiang Mai, Thailand. Additionally, two EMI online courses, "Topics in Buddhist Biography" and "Tourism English," have been developed, achieving the targeted objectives for the 2023 academic year. English course maps and learning roadmaps have been designed, leveraging diverse informal courses and immersive hidden curricula to enhance students' global mobility.

3. Strengthening Seed Teachers and Teaching Communities, Implementing ODIR+CTM Teaching Method, and Integrating Chat GPT for English Learning

In the 2023 academic year, 30 faculty members were trained as seed instructors, with substantial support provided to facilitate the acquisition of 36 professional certifications. An EMI teaching community has been established, promoting the EMI Teacher Development Program to refine student-centered pedagogical strategies. This initiative further enhances faculty members’ linguistic awareness and fosters a conducive learning environment. The implementation incorporates heterogeneous grouping and cooperative learning strategies, forming an 11-member EMI mentoring team and introducing a three-tier remedial teaching system for EMI students.

The ODIR+CTM teaching method was introduced in the 2023 academic year, with ongoing integration of ChatGPT as an AI-assisted tool to support English learning. A pre- and post-test design was adopted, demonstrating that this pedagogical approach, in conjunction with AI-assisted learning, significantly improves students' English proficiency and literacy.

4. Significant Improvement in Student Performance in Five Key Indicators

To reinforce students’ foundational competencies, the university has established four elite English study groups and introduced incentive programs to encourage participation in overseas study and dual-degree programs. Tiered adaptive instruction, diversified learning strategies, an incentive-based reward system, and a structured learning outcome quality assurance mechanism have been implemented.

Between the 2020 and 2023 academic years, the proportion of English courses delivered entirely in English increased from 0% to 24%. The enrollment rate of sophomores and first-year master’s students in EMI courses increased from 5.4% to 13.1%. The percentage of undergraduate students in English-related disciplines achieving B2 proficiency increased from 2.7% to 6.06%, while the proportion of daytime undergraduate graduates attaining B2 proficiency rose from 0.38% to 0.56%. Additionally, the percentage of daytime undergraduate graduates reaching an English course level of E1 increased from 0% to 2%.

These data illustrate significant improvements across all five key indicators between the 2020 and 2022 academic years. Although the 2023 academic year target for B2 proficiency among English-major graduates was not fully achieved (0.8%), the attainment rate still surpassed that of the 2020 academic year.

5. Establishing Course and Teaching Evaluation Mechanisms A comprehensive quality assurance mechanism for EMI courses has been developed to ensure instructional quality at various stages. Standards for EMI learning outcomes have been established, accompanied by mechanisms for EMI teaching feedback surveys, incentive structures, and mentoring support. Over the three-year period from 2021 to 2023, the quality of English courses and instructional effectiveness has demonstrated continuous improvement.