數理EMI課程英語運用時機策略對教學成效影響之研究-以線性代數課程為例

Abstract

配合政府2030 雙語國家發展藍圖，教育部雙語化學習計畫希望透過大專校院全英語授課（EMI），強化學生運用英語的能力。然而目前國內學生英語程度參差不齊，貿然轉換為全英語授課，許多學生難以適應，恐造成學習成效低落。本計畫透過不同英語運用策略的安排，比較學生學習成效及課程滿意度的差異，找出適合國內環境的英語授課課程規劃與教學方式。規劃將課程區分成課堂教材、課堂講課、回家作業、學生報告、課程與作業繳交規定、問題反映與回饋（書面）及考試測驗等七個英語使用時機。每個時機搭配全英語、部分英語及全中文（關鍵內容標註英文）三個不同英語使用比例。藉由不同英語使用時機與不同英語使用比例的搭配組合，英語使用比重由淺而深的方式，觀察學生學習成效，找出一個教師操作難度低且學生適應性好的跨語言教學方案。 課程中運用智慧教學工具與數位教學平台進行課堂互動，以增進課堂互動及溝通效率。智慧教學工具與數位教學平台也將轉化成英文操作介面。教學以不同階段的考試測驗評估學生學習成效，並以問卷調查方式瞭解學生對教學的滿意度及適應性。在此基礎上，可發展成跨語言學習的教學模版，推廣至國內類似教學課程中。

Taiwan government plans to develop Taiwan into a bilingual nation by 2030. An ongoing bilingual education program for college students in higher education attempts to improve students’ English ability through English as a Medium of Instruction (EMI). However, presently, local students’ English level is uneven. Many of them cannot adapt to full EMI courses well and will have poor learning performance. This project adopts different English utilization strategies to identify appropriate EMI teaching and learning for local students. The project defines eight various scenarios for EMI, including lecturing materials, lecturing, homework, presentation slides, announcement of class rules, exams, and questions and feedback. Each scenario can utilize English in a different proportion, such as full English, half English and half Chinese, and full Chinese (key terms indicated by English). By evaluating the different combinations of scenarios and English utilization levels, we can find an appropriate translanguaging alternative for local students. The project uses several smart teaching tools, mobile devices (e.g., mobile phones, laptops), and interactive course platforms to perform the aforementioned teaching process, such as lecturing material download, homework submission and grading, questions and feedback, etc. Smart teaching tools and course platforms are switched to an English interface. The EMI learning performance is evaluated by exams. Online surveys are used to evaluate students’ satisfaction with the EMI course. The appropriate EMI teaching and learning identified in the project can be expanded to similar courses in other universities.