I. Distinctive Features of the University’s Bilingual Education Initiative

Chaoyang University of Technology has established “Rooted in Taiwan, Advancing toward the International Community, and Pursuing Sustainable Development” as its institutional vision. The University regards bilingual education as an important strategy for enhancing vocational and technical students’ professional competencies, English communication skills, and international competitiveness. Under the coordination of the Vice President, the University integrates the resources of the Office of Academic Affairs, the Language Center, the Center for Innovative Teaching and Learning, and the respective colleges. Through this collaboration, it has established an implementation mechanism encompassing student learning, faculty development, curriculum reform, instructional resources, performance evaluation, and quality assurance. The initiative is centered on two major areas: the development of EMI Bridge courses and the reform of compulsory General Education English courses. These efforts aim to gradually create an institutionalized, professional, and sustainable bilingual learning environment.

The University’s bilingual curriculum is designed around a progressive transition from students’ existing English proficiency to English as a Medium of Instruction (EMI) courses in their professional disciplines. A structured learning pathway has therefore been established, beginning with English for General Academic Purposes (EGAP) for first-year students, followed by college-oriented English for Specific Purposes in the workplace (EGSP) for second-year students, and subsequently progressing toward ESP and EMI courses. The curriculum adopts a backward design approach, with instructional objectives formulated according to the Common European Framework of Reference for Languages (CEFR). Pre- and post-assessments in listening, speaking, reading, and writing, together with diverse performance-based assessments, are implemented to ensure alignment among teaching, learning, and assessment. EGAP courses integrate local culture, the Sustainable Development Goals (SDGs), digital literacy, problem-based learning, and project-based learning. EGSP courses are designed around the professional characteristics of each college and future workplace needs, incorporating Environmental, Social, and Governance (ESG) principles, artificial intelligence applications, industry trends, and professional identity presentation. This design strengthens the continuity of students’ learning from everyday English and academic English to workplace English.

The University also emphasizes a “level-based, college-specific, and adaptive” curriculum design. General Education English courses are divided into four proficiency levels: foundation, elementary, intermediate, and upper-intermediate. Appropriate language competencies, cultural literacy objectives, and learning tasks are established for students at each level. At the same time, each college adjusts course vocabulary, reading materials, practical topics, and instructional content according to its disciplinary characteristics. English learning is therefore no longer limited to general language training but is closely connected with students’ academic departments, professional fields, and future career development, thereby enhancing the practicality and professional relevance of the curriculum.

In terms of digital instruction and innovative applications, the curriculum extensively incorporates tools and platforms such as artificial intelligence-generated content (AIGC), Grammarly, Padlet, Google Arts & Culture, Weebly, virtual reality, and online exhibition platforms. These tools support students in information retrieval, key-point summarization, content adaptation and translation, English writing, visual creation, and project presentation. Through these activities, students develop English narrative competence, digital literacy, problem-solving abilities, teamwork skills, and critical thinking, which are essential competencies for the twenty-first century. The University also promotes collaborative lesson planning, interdisciplinary faculty communities, domestic and international EMI professional development programs, and the sharing of instructional resources. These measures have established a mechanism for faculty reflection and continuous curriculum revision, enabling bilingual courses to be regularly adjusted and optimized based on feedback from teachers and students.

II. Major Achievements and Highlights of the University’s Bilingual Education Initiative

With regard to curriculum implementation, the number of college-based EGAP and EGSP classes increased from six classes in Academic Year 2023 to twenty-seven classes in Academic Year 2024. This substantial expansion demonstrates that the curriculum reform has progressed from an initial pilot stage to university-wide implementation. In terms of student learning outcomes, both first-year Everyday English and second-year Workplace English courses have established pre- and post-assessment mechanisms covering listening, speaking, reading, and writing, as well as common performance-based assessment tasks. Through practical projects such as “Better Community,” “Innovation in My Life,” “Crafting Your Professional Identity,” and “Industry Decoded: Are You Ready for AI and ESG?”, the courses connect English communication with local engagement, sustainable development, career exploration, and contemporary industry issues. In Academic Year 2024, the “Crafting Your Professional Identity” activity attracted 517 participants, highlighting the continued expansion of both student participation and practical learning outcomes.

In terms of faculty professional development and support systems, the cumulative number of faculty members obtaining the University’s EMI teaching certificate reached 220 in Academic Year 2024. The University organized ten English-medium teaching enhancement lectures or workshops, established three interdisciplinary faculty communities integrating language and professional expertise, and supported eight faculty members in participating in training programs organized by bilingual education resource centers. Through domestic and international professional training, inter-university exchanges, and collaborative lesson planning, these initiatives have not only strengthened faculty members’ EMI and English-medium teaching competencies but also promoted interdisciplinary collaboration, curriculum innovation, and the sharing of teaching experiences. In terms of instructional resource development, the University has completed nine college-specific professional English e-textbooks, a college-based professional English vocabulary question bank containing 550 items, and five sets of smart classroom software. These resources are available for both classroom instruction and students’ autonomous learning after class. Designed according to the professional characteristics of each college, the materials support not only EGAP and EGSP courses but also other General Education English, ESP, and EMI courses. They are gradually forming a sustainable and university-wide bilingual instructional resource system.

A major highlight of the University’s bilingual education initiative is the establishment of a progressive curriculum pathway encompassing “everyday English, academic English, workplace English, and professional EMI.” The curriculum integrates college-specific characteristics, local culture, the SDGs, ESG principles, artificial intelligence technologies, and performance-based assessment, enabling English learning to become relevant to students’ daily lives, professional development, and international engagement. At the same time, through faculty development, digital resource construction, inter-university collaboration, internal evaluation and quality assurance, and resource integration, the University has developed a bilingual campus implementation model that combines curriculum innovation, faculty support, student learning, and institutional sustainability. The overall budget execution rate reached 98.23% in Academic Year 2024, further demonstrating the effectiveness of the project’s implementation progress and resource utilization.