越來越多非英語系國家積極推動英語學習熱潮，台灣教育當局也努力推行英語教育，由於英語在台灣為外國語，課堂上的英語幾乎成為學生接觸英語的唯一管道，所以教育部積極在大專院校提倡全英語教學，期盼提昇學生英文程度及國際競爭力，但全英語教學在台灣實施有其困難度，由於教師本身非來自英語系國家，且英語在台灣為外國語而非第二語，所以學生使用英語機會不多，因而降低英語的學習意願，且語言課程授課中是否使用學生的母語一直是困擾著老師的似非而是的議題。為探討最適合台灣學生的教學語言，本研究找了兩個英文程度相似的技術學院五專一年級的班級，每班人數各為50及52人，在英語聽力課一節50分鐘教學活動中，每節固定10-15分鐘在一班實施全英語教學，另一班則加入國語的使用，在此教學活動之後立即施以聽力 測驗，在整學期8次測驗之後，對學生的考試成績加以分析研究，希望瞭解全英語教學下的學生成績表現是否優於中英文混合教學下的學生，本研究並對學生施以問卷調查以探討學生對全英語教學的看法，希望本研究能作為大專院校教師在尋求最適合學生的教學語言時之參考。

Most students in Taiwan who are EFL learners have few, if any, chances to speak English in their daily lives, so the English classroom is the most important place to provide a comprehensive Englishlanguage environment. Therefore, educational authorities promote English-only instructional
environments, hoping to raise students’ abilities in English. However, it is rather difficult to implement such immersion programs since many teachers who are not native-English speakers do not have a complete command over spoken English. Moreover, many students are not interested in listening to or learning to speak English because they don’t feel that they will have the need to use it. Some educators are skeptical of the benefits of English-only instruction. In order to determine the best method of EFL instruction in Taiwan, the researcher conducted an experiment on two classes of first-year students of the five-year associate-degree program in the Chang Gung Institute of Technology. There were 50 students in one class and 52 students in the other. For 10 to 15 minutes of each 50-minute listening class, the researcher used English-only instruction in the experimental class and bilingual (Chinese and English)instruction in the control class. After each instruction period ended, the students listened to a conversation and then took a post-test. A total of eight post-tests were analyzed to investigate which
instructional technique was more effective in helping students learn English. In addition, a questionnaire was administered at the end of the semester to gage the students’ perception of English-only instruction.
The results of the study revealed that the students who received English-only instruction did not achieve higher academic scores, although both groups of students believed that English-only instruction could
and would improve their English listening abilities and help them achieve higher scores on English listening courses. The researcher conducted this study in the hope that the results would serve as a reference for college English teachers when they decide whether or not to use English-only instruction in their classes.