To improve students' English proficiency and to broaden their international perspective, the University promotes the "All-Ming Learning – Progressive 100% Bilingual Education Project," aiming for "empowering students to communicate in English in the workplace and to successfully complete tasks in international environments upon graduation." Within the first two years of implementation, we have already achieved concrete results in two major areas: "Improvement of Basic English Proficiency" and "Cultivation of Professional English Proficiency".

In terms of "Enhancing Students' Basic English Proficiency": Our school adopts a targeted teaching approach, clearly identifying students' English proficiency levels and supplementing the key English skills needed for students at different levels. Based on the pre- and post-assessment results of first-year students, both lower and higher English proficiency students showed a 10% improvement, demonstrating significant results.

In terms of "Cultivation of Students' Professional English Proficiency": Our school employs a progressive 100% implementation strategy. Starting from the 112 academic year, all undergraduate teaching units must offer a 6-hour (or longer) EMI course in the first semester and an EMI required professional course in the second semester. For master's programs, each department must ensure that every student takes at least one EMI professional course. Additionally, to ensure the quality of EMI instruction, all teachers delivering courses in English must complete the Oxford EMI Training course.

The important performance indicators for this project total seven, of which six have achieved the second-year goals (including: 100% of English courses conducted in English, 16.2% improvement for basic/intermediate English proficiency students, 100% of second-year undergraduate students taking EMI courses, 51 EMI courses in the undergraduate program, 122 EMI courses in the master's program, and an 81.4% training rate for EMI instructors). Only one indicator was close to the predetermined standards (the improvement goal for advanced/elite students was 15%, with an actual rate of 12.3%). Our school has reviewed the reasons for this unmet goal and hopes for breakthroughs in the third year.