| Summary: | 碩士 === 東海大學 === 外國語文學系 === 95 === Tunghai University has one of the best-known Freshman English for Non-English Majors (FENM) programs in Taiwan. This program employs an instructional method that is called the Tunghai Method for FENM. According to Sims (2006a), the Tunghai Method for FENM is a pedagogical method of English teaching and learning that is both learner-centered and task-based and uses skills rather than content to foster independence in language learners. Although this method is well-structured and has been used for many years, only a few studies have been conducted to investigate and explore its effectiveness. Therefore, the purpose of this research was three-fold: 1) to present an overview of the Tunghai Method for FENM, 2) to examine the improvement in students’ English proficiency and 3) to analyze students’ opinions in terms of their perception of and attitude toward the Tunghai Method.
The research data were collected from two sources: the Tunghai English Placement Exam (TEPE) and a questionnaire. For the TEPE, the participants were 2707 Freshman English for Non-Major students enrolled for the 2005-2006 academic year at Tunghai University. Those students took the TEPE in the pre- and post-design. According to students’ scores on the pre- TEPE, they were assigned into three different levels. After this class level assignment, the Tunghai Method was employed to accomplish the educational goals of the FENM program. Upon completion of two semesters of instruction, the participants retook the TEPE in the post-test design. By comparing students’ scores on the pre- and post-TEPE, it was found that students’ English proficiency improved after receiving two semesters of instruction via the Tunghai Method. Moreover, students improved in all the measured areas: grammar, reading, and listening, but the highest increase was on the listening section. Scores on the TEPE were then analyzed by level. The results show that low-level students’ scores increased most while those of high-level students increased least. Based on this finding, the implementation of ability grouping teaching is conducive to students’ improvement in general but is most effective for low-level students.
For the questionnaire, the participants were 323 students enrolled in the FENM program at Tunghai University for the 2006-2007 academic year. Based on the results for the descriptive analysis of the survey, it was found that students showed positive responses toward the FENM program. In terms of students’ perceptions of the program, the goals of the Tunghai Method were generally affirmed by students across levels. In terms of students’ attitude toward the program, their reaction was favorable, especially the high- level participants. In other words, the percentage of high-level participants who had a positive attitude toward the FENM was higher than that of mid-level and low-level participants. Their opinions also served as a reference for further improvement.
To conclude, the findings of this study validated the effectiveness of the Tunghai Method. In other words, students benefited from the Tunghai Method after two semesters of instruction. As the Tunghai FENM program’s efforts on behalf of, and devotion to, English education were evident, it could serve as a model for other schools.
Keywords: The Tunghai Method to FENM; Freshman English for Non- English Majors; Language program; Language Assessment
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