討論
綜合以上學程評鑑結果，整體而言，本學程在大環境的影響下所做的革新和 努力是受到校方和師生肯定的。以下先就目前實施情形說明學程未來發展與檢 討：
1. 由於復招後第一年學生人數不多，以目前五位兼任教師授課，師資部份仍游
刃有餘；但之後隨著學程持續進行，學生人數增多，開班數增加（可參考附
錄2，註1之實際開課狀況），師資部份礙於學校有關專任教師基本授課時數 規定，未來恐有師資不足之虞。故儲備教學優良之兼任教師實為當務之急！
2. 新的學程以招生測驗代替申請制度，除能有效篩選適合的學生，亦可了解學
生進入學程時的英語程度（如聽力理解、寫作能力、批判性思考等），若能妥
善保留運用此項資料，或可用於檢驗學生學習成效，也可做為學程評鑑的依 據。此外，有關招生考試方式及測驗內容，如：是否加入口說測驗? 都是值 得研究改進的方向。
3. 新的學程希望以「迎新會」、「導師制度」來加強師生交流聯繋，期待學程中
並使各面向相互緊密配合發展，研究者期能依 Kiely & Rea-Dickins (2005)指出評 鑑的三種構念，即分別是由三個不同的視角-教學(a teacher performance construct)、
行政管理(a management construct)和學習(a learning construct)，來審視學程的成效。
而且，這三種構念相互影響，在學程評鑑中缺一不可。
教學詳加規範，各大學英語教育政策多為校內獨立運作，但若能記錄各校學程的 發展情形、訪問曾參與或主導決策的教授及行政人員、瞭解學程執行成敗的關鍵 影響因素、蒐集學生的意見與英文能力表現數據、甚或追蹤學程學生畢業後的發 展，進而依各大學的屬性將資料加以分類、比較，所得的研究結果應對英語教學 的理論、實務與政策均有具體幫助，若進而將研究所得發表在國際學術論壇，則 是將在地英語教育發展現況向國際發聲，別具意義。
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