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Organization Structure

Introduction Student Learning Division EMI Research Division Professional Development Division Inter-school Collaborative Division

Organization Structure

The Office of Bilingual Education Initiatives is structured into four specialized divisions: the Student Learning Division, the EMI Research Division, the Professional Development Division, and the Inter-School Collaborative Division. Each division is led by a division chief and supported by assistants or postdoctoral researchers, all responsible for distinct professional tasks within their respective areas. The following outlines the responsibilities for each division:

Student Learning Division
The Student Learning Division is committed to enhancing students' English proficiency and promoting various English assessments and tests in collaboration with Fulbright. The primary business divisions are as follows:

  1. Tracking and Analyzing Student English Proficiency: Regularly evaluate students' English levels and provide personalized learning recommendations.
  2. Three-Level English Course Modules: Offer freshman compulsory English and diverse elective English courses at basic, intermediate, and advanced levels to meet the needs of students at different proficiency levels.
  3. Promoting English Course Assessment and Standardized English Proficiency Tests: Align the assessment standards of English courses with international English proficiency tests to ensure students possess global competitiveness.
  4. Freshman Summer Preparatory Courses: Offer EMI (English as a Medium of Instruction) and EAP (English for Academic Purposes) preparatory courses during the summer to help students adapt to English-taught courses in advance.
  5. ESP/ESAP Course Development and Offering: Develop and provide ESP (English for Specific Purposes) and ESAP (English for Specific Academic Purposes) courses to train students in English relevant to their professional fields.
  6. Promoting the BESTEP English Proficiency Program: Encourage students to participate in the BESTEP (Bilingual Education Strategy for Teaching Excellence Program) to enhance their English proficiency.
  7. Freshman Compulsory English: Basic module self-study points are mainly obtained through Language Center activities, supplemented by Fulbright activities, helping students earn self-study points and improve learning outcomes.
The Student Learning Division is committed to comprehensively enhancing students' English proficiency through a variety of courses and activities, laying a solid foundation for their academic and career success.

EMI Research Division
The EMI Research Division aims to organize a professional EMI (English as a Medium of Instruction) research team, conduct in-depth research on student learning outcomes, and review the effectiveness of project promotion. The main business divisions are as follows:

  1. Industry-Academic Research with LTTC: Collaborate with the Language Training and Testing Center (LTTC) to promote empirical research and development in EMI teaching.
  2. EMI Related Research: Conduct various EMI-related research projects to explore and verify new teaching methods and strategies, improving teaching quality.
  3. Visualizing Research Outcomes: Present research outcomes in a visual format to make data and results more intuitive and easier to understand, facilitating promotion and application.
  4. Increasing NTUST’s Bilingual Achievements Visibility: Enhance the domestic and international visibility of NTUST’s achievements in bilingual education by participating in international conferences and academic exchanges.
  5. Hosting International Scholars: Welcome international scholars to visit, promoting academic exchange and cooperation, and absorbing advanced international experiences to further improve EMI research levels.
The EMI Research Division will promote the continuous development of EMI teaching research, enhance NTUST’s international academic influence, and provide students with a better learning experience through the above tasks.

Professional Development Division
The Professional Development Division is dedicated to enhancing the professional development of EMI (English as a Medium of Instruction) teachers, selecting quality teaching cases, and promoting innovative teaching in the EMI field. The main business divisions are as follows:

  1. EMI Instructor Professional Development Community: Establish a professional development community to provide a platform for teachers to exchange and collaborate, sharing teaching experiences and resources.
  2. EMI Teaching Assistant Training and Reward Regulations: Formulate reward methods for EMI teaching assistants, selecting and recognizing outstanding EMI teaching assistants.
  3. EMI Teaching Skills Enhancement Rewards: Promote innovative EMI teaching by establishing reward methods and selecting and rewarding teachers who excel in EMI teaching.
  4. Hosting EMI Seminars: Regularly host EMI seminars, inviting experts and scholars to share the latest research outcomes and teaching experiences, enhancing teachers’ teaching perspectives and abilities.
The Professional Development Division will comprehensively enhance teachers’ professional abilities in EMI teaching, promote teaching innovation, and provide students with a better English-taught environment through the above tasks.

Inter-School Collaborative Division
The Inter-School Collaboration Division is dedicated to promoting teaching cooperation and resource sharing between schools, improving the quality of EMI (English as a Medium of Instruction) teaching. The main business divisions are as follows:

  1. Integrating External Resources to Establish a Resource Sharing Platform for Technical and Vocational Colleges and Universities: By combining external expert resources, aim to assist technical and vocational colleges and universities in enhancing teachers' teaching effectiveness and improving their EMI teaching capabilities. Integrate external resources for guiding all-English teaching faculty and collaborate with the NTU System and other key nurtured institutions to build a dedicated resource-sharing exchange platform for technical and vocational colleges and universities.
  2. Planning an EMI Professional Development Program Based on the Characteristics of Technical and Vocational Education: Focusing on training EMI teachers in technical and vocational colleges and universities, develop a modular teacher training system. Teachers will be encouraged to offer practical/laboratory EMI courses at their home institutions after receiving training. The EMI teacher training will primarily be conducted through face-to-face lectures, emphasizing teaching preparation and instructional methods. External lecturers, including those from academic exchange foundations (FSE), the Language Training and Testing Center (LTTC), the British Council, and invited domestic and international scholars, will provide comprehensive courses combining theory and practice. The program will also encourage teachers to engage in group discussions in English and share teaching experiences and strategies.
  3. Forming an Expert Advisory Team to Provide Teaching Consultation and Observations: By partnering with domestic and international experts in English teaching, introduce external expert resources and leverage the well-trained seed teachers from NTUST to offer EMI teaching improvement and observation services nationwide. Teachers can also apply for one-on-one consultation and guidance services.
  4. Organizing Cross-University Teacher Communities to Develop ESP/ESAP Courses and Supplementary Materials: Teachers from various fields and schools will be encouraged to form cross-university communities focusing on practical EMI courses. These communities will engage in discussions about EMI teaching for practical courses, record a series of demonstrative unit teaching videos, and conduct observation trials. Topics will include developing bilingual vocabulary lists for professional experiments or subjects, adjusting teaching methods, and designing bilingual experiments.
  5. Enhancing EMI TA Training and Introducing Learning Tutors: Plan a framework for EMI teaching assistant (TA) training, organize cross-university EMI TA training sessions, and promote the involvement of international students as TAs. Additionally, we will develop "EMI Tutor" learning guides in various fields to provide support and guidance for ESP/ESAP courses, pair with students for EMI course studies, and offer consultation services for English learning, coursework, and presentations. Actively train learning tutors from other schools and encourage them to serve as EMI learning guides for students in technical and vocational colleges and universities after returning to their institutions.
  6. Planning EMI Off-Site Training Programs and Selecting Seed Teachers for Off-Site Training: Based on the active participation of teachers in EMI training programs, we will establish a selection mechanism for domestic or international EMI off-site training programs. These programs will prioritize opportunities for teacher empowerment, cultivating EMI seed teachers in technical and vocational colleges and universities.
The Inter-School Collaborative Division will promote teaching cooperation between schools, enhance the overall level of EMI teaching, and provide students with a better learning environment through the above tasks.

Three Level English Course

To enhance students' English proficiency, the Office of Bilingual Education Initiatives has established a comprehensive English placement test and course planning system. Incoming freshmen are required to take an English placement test before enrollment, with placement based on their scores. Those without official English proficiency test scores must take the on-campus English placement exam, while students with CEFR B1 or above can apply for an exemption. Based on the placement results, students are divided into different levels and receive corresponding English course training to improve their listening, speaking, reading, and writing skills, gradually meeting advanced requirements. Students at the basic level must complete specific English courses and participate in self-study programs. Intermediate and advanced students need to take additional English credits as per their level, with some students being exempt from certain credits. Students who do not meet the CEFR B1 standard must pass a supplementary exam or enroll in practical English courses to enhance their skills. This placement system aims to help students progressively improve their English proficiency, ensuring that each student can meet the requirements of EMI courses and successfully complete their studies.

National Taiwan University of Science and Technology offers a diverse range of compulsory English courses for freshmen, divided into three levels: Lower Intermediate, Intermediate, and Advanced, aimed at improving students' English proficiency.

  • Lower Intermediate Courses focus on improving listening and comprehension skills and include mandatory courses in reading and speaking training.
  • Intermediate Courses emphasize the development of integrated listening, speaking, reading, and writing skills, offering advanced courses such as Global English Practice.
  • Advanced Courses aim to elevate students' speaking and writing abilities to an upper-intermediate level and include specialized English training in professional fields, such as Technical English and English for Management Communication.
    • Through these courses, students can gradually enhance their English proficiency in a diverse learning environment, preparing them for future academic and professional challenges.

    EAP / ESAP Courses

    The Office of Bilingual Education Initiatives at National Taiwan University of Science and Technology offers a variety of English courses to enhance students' English proficiency and international competitiveness. The courses include:

    1. EGP (English for General Purposes): Focused on general English skills development, covering listening, speaking, reading, and writing.
    2. ESP (English for Specific Purposes): Concentrated on English teaching in specific fields such as technology, science, or business.
    3. EAP/ESAP (English for Academic Purposes/English for Specific Academic Purposes): Designed for academic purposes, helping students use English for communication and research in academic environments.
    These courses aim to comprehensively improve students' English abilities, laying a solid foundation for their academic and professional careers. Below are the detailed course names under each category:


    2023 Preview

    2023 National Taiwan University of Science and Technology Summer EMI Academic English Preparatory Course Video

    Highlights of the 2023 National Taiwan University of Science and Technology Summer EMI Academic English Preparatory Course

    2022 Preview

    2022 National Taiwan University of Science and Technology Summer EMI Academic English Preparatory Course Video

    Highlights of the 2022 National Taiwan University of Science and Technology Summer EMI Academic English Preparatory Course

    BESTEP

    SWEP

    To promote the university's "BEST Program on Bilingual Education for Students in College" initiative, the summer EMI/Academic English preparatory courses will continue in the 112th academic year, helping incoming freshmen prepare for English-taught courses. The curriculum includes four professional English for Specific Academic Purposes (ESAP) courses tailored for students in different fields, facilitating their transition to professional EMI courses. For advanced modules, the freshman English course "Global English Communication" implements the "Speaking and Writing Enhancement Program (SWEP)" to allow students to continue self-directed learning using available resources outside of class. Additionally, innovative AI-assisted activities to enhance speaking abilities are being piloted, aiming to improve students' speaking and writing skills comprehensively. A professional development community for teachers, focusing on EMI and academic English, will also continue in the 112th academic year. Through sharing practical teaching experiences and workshops, teachers will enhance their course design and instructional skills in professional and academic English.

    SDGs English Presentation Competition

    Highlight Videos of the 2024 Third NTUST UN Sustainable Development Goals (SDGs) English Presentation Competition

    The "2024 Third NTUST UN Sustainable Development Goals (SDGs) English Presentation Competition" successfully concluded last Thursday (March 28th)! We extend our heartfelt thanks to all the hardworking participants, mentors, judges, staff, and everyone who followed and supported the competition. This year, we had 26 teams with a total of 75 participants from both undergraduate and graduate levels, spanning 15 different departments and various nationalities. The competition focused on five designated SDG topics: SDG 3 – Good Health and Well-being SDG 4 – Quality Education SDG 11 – Sustainable Cities and Communities SDG 12 – Responsible Consumption and Production SDG 13 – Climate Action Each participant utilized their expertise and engaged in interdisciplinary collaboration, integrating diverse perspectives during the teamwork process. They presented their findings through group presentations, drawing the attention of many on this prominent stage.

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    Smart Pedestrian Crossing

    First Prize

    Let It Flow

    Second Prize

    From Plate to Planet : Less Waste, Cooler Climate

    Third Prize

    Highlight Videos of the 2023 Second NTUST UN Sustainable Development Goals (SDGs) English Presentation Competition

    To continue promoting the United Nations Sustainable Development Goals (SDGs) and enhancing students' English presentation skills, the NTUST Language Center held the "2023 Second NTUST UN SDGs English Presentation Competition" on May 12. Building on the success of last year's inaugural competition, this year's event once again showcased the talents and dedication of our students. Competition Results: First Place: Team 9, consisting of Hsin-Ju Lee and Jen Yi Yu from the Department of Applied Foreign Languages. They focused on issues faced by women in restrooms and proposed insightful solutions. Second Place: Team 7, comprising Kuan-Ting Kuo and Chih-En Huang from the Department of Electronic Engineering. Their presentation on internet addiction was innovative and thought-provoking. Third Place: Team 5, including Shannon Wu, Kanjanaporn Tangprapha "Muse," Chin-Hui Chen from the Department of Chemical Engineering, and I-Hsuan Chuang from the Department of Materials Science and Engineering. Their topic discussed how to bridge the gap between science and humanities in education.

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    The Apricity Gallery

    First Prize

    TA

    Second Prize

    Shifting Paradigms _ Respecting Norms _ Achieving Dreams

    Third Prize

    Highlight Videos of the 2022 NTUST UN Sustainable Development Goals (SDGs) English Presentation Competition

    This year, three outstanding students who emerged from the "2022 NTUST UN SDGs English Presentation Competition" organized by Language Center, Xin-Yang Wang, Darmawansah, and Tariq Yousef Mahmoud Batat, formed a new team. They focused their research on the "EquaLearn" online tutor matching platform to explore the current state of gender inequality in science and technology fields. Their efforts earned them the first prize in the "World Technological University Network Student Competition." They will travel to Suranaree University of Technology in Thailand on November 23 to attend the annual meeting, receive their award, and present their work and share their insights.

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    02 Quality Education in Taiwan

    First Prize

    Light up Our Future with Food Waste

    Second Prize

    We Are Resilient! The Voices of Taiwan–Indonesia Teachers during COVID-19 Pandemic

    Third Prize

    Comming Soon

    Subprojects Conference Presentation

    From May 24 to 26, 2024, the EMI Research Division of the NTUST Office of Bilingual Education Initiatives attended the JALT (Japan Association for Language Teaching) PanSIG 2024 Conference held at Fukui University of Technology in Fukui City, Fukui Prefecture, Japan. During the conference, they presented a sub-project research. Presentation Topic: The Effect of EMI Preparatory Programs on Learning and Perceived EMI Competences: Exploring Students’ Perceptions and Experiences from an EMI Context in Taiwan


    EMI Instructor Professional Development Community

    To promote professional development in English as a Medium of Instruction (EMI) teaching, the NTUST Office of Bilingual Education Initiatives has established the "EMI Instructor Professional Development Community Regulations." The regulations were approved at the 628th Administrative Meeting on March 12, 2024. The aim is to encourage teachers to form EMI professional development communities to enhance teaching skills, develop teaching materials, share experiences, and foster personal growth.

    Browse the regulations and attachments

    EMI Teaching Skills Enhancement Rewards

    To promote English as a Medium of Instruction (EMI) courses and improve teaching quality and student learning outcomes, the NTUST Office of Bilingual Education Initiatives has established the "EMI Teaching Skills Enhancement Reward Regulations." Approved at the 628th Administrative Meeting on March 12, 2024, these guidelines aim to encourage teachers to innovate teaching methods, design course content, develop teaching materials, revolutionize assessment methods, and create an excellent teaching environment.

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    EMI Teaching Assistant Training and Reward

    The NTUST Office of Bilingual Education Initiatives approved the "EMI Teaching Assistant Training and Reward Regulations" at the 629th Administrative Meeting on April 9, 2024. These guidelines aim to develop and enhance the skills and quality of EMI (English as a Medium of Instruction) teaching assistants and to reward those who demonstrate exceptional performance. The rewards are divided into two categories: Outstanding and Excellent.

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    Comming Soon