113 Academic Year Self-Evaluation Report Summary

Overview of the Bilingual Program Development Features and Highlights

The “Ten-fold Growth Training Plan for Bilingual Health Care Personnel” elevates healthcare students’ English proficiency and global competitiveness through a student-centered approach and rigorous EMI strategies. Key features and highlights include:

1. Student-Centered Level-Based English Teaching

  Guided by a student-centered philosophy, the University offers differentiated, leveled English instruction to meet varied proficiency levels. First-year students are placed into three levels via CSEPT and study in small classes with curricula across the four language skills; CSEPT reassesses outcomes at semester’s end. In year two, ESP courses integrate professional terminology and workplace scenarios. Tutoring, diagnostics, TA-led support and language-skills platforms foster self-directed learning and global competitiveness.

2. 1.5× Credit Weighting and Incentives Drive Course Growth

To spur EMI adoption, the University grants 1.5× credit weighting for EMI courses, provides additional teaching incentives, and factors EMI outcomes into faculty evaluations. This flexible, phased policy has increased faculty participation, raised the share of English-medium instruction, and sustained course innovation. Across AY(academic year)110–113, 70 instructors were trained; in AY113 alone, 24 EMI courses and 48 hour-based classes were offered, evidence of steady, measurable growth and institutional impact.

3. Creating a Campus English Atmosphere and Immersive Bilingual Environment

The University strengthens bilingual learning across the Linkou and Chiayi campuses, where upgraded facilities serve as hubs for speaking practice and cultural exchange. We ran 63 English Corner sessions and 92 writing diagnostics workshops, and students improved their proficiency and motivation. These efforts earned recognition: team champion at the 2024 National Technical and Vocational Colleges English Speaking Competition and, at the 2024 National Professional Speaking Competition, the team title and third place, affirming our commitment to practical bilingual learning.

4. EMI Course Quality Recognized; Student Motivation and English Confidence Rise

   Assessments in AY113 show EMI courses excel in teaching quality and learning outcomes. The survey shows that all indicators averaged above 4.3/5, with top marks for preparation, goal alignment, interaction, and precise English delivery. University-wide results corroborate this: in 113-2, undergraduate EMI averaged 4.87 (vs. 4.66 non-EMI); graduate EMI reached 5.00—evidence of intense satisfaction and impact.  

5. EMI Teaching Innovation to Enhance Students’ English Proficiency and Learning Outcomes

The University advances EMI by promoting faculty scholarship and innovation. Efforts have broadened from cooperative learning and flipped classrooms to gamified teaching, scenario-based interaction, behavior-modeling dialogues, and multimodal medical-terminology instruction, with team-based, game–based, and AI-assisted courses strengthening oral proficiency and engagement. Institutional research progressed from willingness-to-communicate studies to comparisons of EMI formats and university-wide analyses, informing evaluation frameworks. NSTC-funded projects fuse multimodal pedagogy with AI in medical-record reading, further institutionalizing EMI.