之學生(N = 1834)及該年度授課教師 (N = 24)，學生自我評量其學習成效，老師
研究中並進行聚焦訪談 (focus group) 的資料蒐集，除了前述的正向回饋
師們亦提供了修正的意見及課室教學建議。 The purpose of the current study is twofold: (1) to document how teachers and
students of College English I & II would evaluate the learning outcomes of the said
English coursework; (2) to investigate how the English Course Criteria, which have
taken effect since 2004, are being implemented in classroom practice.
Subjects are students (N = 1834) enrolled in College English I in Fall, 2008 and
College English II in Spring, 2009 and their teachers (N = 24). Students completed a
survey evaluating their own English language abilities while teachers responded to an
identical survey evaluating the performance of their own students. Also, all teachers
responded to another part of the Teacher Survey regarding their opinion on the
English Course Criteria.
Findings suggest that, in general, teachers tended to give higher ratings on
students’ language abilities. Specifically, on English listening, speaking, reading
abilities, teachers gave significantly higher ratings than students’ self-evaluated
ratings. Writing ability, on the other hand, is the only language skill in which teachers
and students rated similarly. As for learning outcomes in the general education
domain, students and teachers once again demonstrated significantly different
As for the usefulness of the existing English Course Criteria, a majority of the
teachers responded positively and stated to have managed to implement 40~60
percent of the criteria into their classrooms. A follow-up “focus group” conducted
with some of the teacher respondents further yielded specific suggestions for its future
modification and classroom implementation.