Chaoyang University of Technology is dedicated to enhancing students' professional skills and global communication competencies, aspiring to lead Taiwan's technical education sector. In alignment with Taiwan's 2030 Bilingual Policy and global education trends, the university aims to establish a robust bilingual learning environment supporting both local and international students, thereby fostering sustainable development. This vision has been a strategic priority for the past decade, accelerating significantly after receiving funding from the BEST Program. Consequently, the university has intensified its efforts to improve students' English proficiency and cultivate essential 21st-century skills within a resource-rich and supportive bilingual context.
The project at CYUT focuses on two main initiatives: the EMI Bridge courses and comprehensive reforms of the mandatory general English curriculum. The innovative English for General Academic Purposes (EGAP) courses specifically target freshmen, preparing them for professional EMI coursework. Applying backward design, Problem-Based Learning (PBL), and Project-Based Learning (PjBL), these courses enhance students' academic English skills and digital storytelling competencies crucial for global engagement. Concurrently, the general English curriculum has been restructured to incorporate local culture, ESG (Environmental, Social, and Governance) themes, and AI technology. This curriculum includes collaborative project-based tasks tailored to varying language proficiency levels, effectively bridging foundational English skills and specialized EMI demands.
Teacher development also remains pivotal, supported by comprehensive professional training programs including EMI training workshops, overseas EMI training opportunities, and digital resources such as Grammarly and Padlet. These measures collectively aim to enhance instructional quality and effectiveness in both English and EMI contexts.
Current results demonstrate that the innovative reforms in English courses have successfully improved students' language proficiency. A notable achievement of the EGAP course is its effective integration of English across diverse disciplines and real-life contexts through digital tools and interdisciplinary collaboration. This approach not only boosts students' language abilities but also enriches their domain-specific knowledge within an international context. Despite initial successes, further refinement is needed in instructional strategies and digital integration practices. To optimize teaching and learning, it is recommended to adopt advanced instructional approaches, such as flipped classrooms and experiential learning, promoting active student participation both within and beyond traditional classroom settings. Additionally, systematically gathering feedback from teachers and students is critical for the refinement. Enhancing faculty support and motivation through cross-departmental collaboration is essential, particularly in reviewing and adjusting subsidy policies to encourage greater faculty participation in EMI teaching. Ultimately, establishing comprehensive support systems and integrated resources will be key to achieving the university's vision of creating a fully bilingual campus that benefits all stakeholders.