本研究旨在探討技專校院學生對於英語畢業門檻制度的看法；其次，透過問卷調查和統計計量方式，從學生的觀點來探討門檻制定之必要性，實施之公平性及此議題模糊面向之澄清，並以學生的基本資料變數來分析影響此議題態度和看法的因數。立意取樣311位來自北部及中部7所科技大學及技術學院的學生。結果如下：（一）學生對各校「設立英語檢定門檻應有配套措施之需求方面」持正面的看法，對於各校「英語畢業門檻的態度」及「通識英文課程規劃、教材及教法」方面是抱持著較負面的看法。（二）49%的受測學生贊成設立英語畢業門檻，34%不表示意見，17%學生反對。（三）不同背景的學生對於英語畢業門檻的態度有差異：顯著的變數爲1.性別、2.通過／不通過考試、3.不同年級。（四）以性別爲變數，女生較男生認同英語畢業門檻的設立，更在意考試的規定和結果，因此會更努力研讀英語以利通過英語門檻考試，女生希望有實質的助益面對考試，要求也較高，較不滿意學校的通識英文課程；男生的自我學習和個人努力意願較女生低。（五）以通過／未通過英檢考試爲變數，通過者較贊成大專校院應該設立英語能力畢業門檻，而且認爲是可以在畢業前達成，但覺得英檢考試費用太高，贊成學校應該對通過各級英檢學生給予獎勵金，較不滿意學校英語文課程，不認爲學校的英文課程提升英語能力。（六）英語程度較差之學生（尚未通過者），感覺英語畢業門檻制度的施行，對他們的實質幫助遠高於程度較好學生（已通過者），且各校通識英文課有助於英語程度較差之學生通過畢業門檻考試。（七）以不同年級爲變數，69%的受測學生擔心自己過不了英語畢業門檻而不能如期畢業，尤其以三年級的比例最高，四年級次之。（八）英語畢業門檻制度有繼續實行的益處和必要性。（九）學生認爲英語畢業門檻考試通過比例不理想的五個主要原因之排序高低是：1.個人怠惰，2.欠缺準備，3.缺乏加強課或輔導課程，4.缺乏外在獎勵，5.課程設計不適當。本研究之最後結果及建議可供教師、學校及行政人員參考且有助於英語畢業門檻制度的有效順利施行。

The research aimed to investigate the opinions and attitudes toward the implementation of the Exit English Examination (EEE) from the perspectives of students in Technological and Vocational Universities or Colleges (TVU/Cs) in Taiwan. Specifically, the necessity and fairness of applying the EEE and some issues generated by the EEE were explored in the respective higher institutions in terms of students' viewpoints. A questionnaire was conducted as a tool to collect data for statistical analyses. Students' variables based on their demographical information were also analyzed to see if the variables influenced their opinions and attitudes about the EEE. The participants involved in the survey were 311 students from 7 universities of technology or institutes of technology in northern and central Taiwan. Five parts were included in this survey: A: Demography; B: Attitudes toward the Implementation of the EEE; C: Attitudes toward the English Curriculum Design, Teaching Materials and Teaching Methods; D: Students' Needs of Alternative Measures of Aligning curriculum with Setting an EEE and E: Reasons for Students' Failing the EEE. Findings indicated: 1. most of the EFL students in general held positive attitudes toward Part D and thought negatively about Part B and Part C; 2. almost a half of the surveyed students (49%) agreed to implement an EEE, 17% did not agree, and 34% fell into the undecided; 3. there were significant differences among students of different demographic backgrounds and the significant variable were gender, passage/failure of the EEE, and grade level (1 to 4) in the respective school; 4. taking the gender as a variable, female students were more likely to recognize the significance of applying an EEE, work harder to pass the EEE, but less satisfied with the English current curriculum than male students; 5. taking passing the EEE or not as a variable, students having passed the EEE were more likely to agree with the implementation of an EEE and the provision of monetary incentives to increase their motivation, were more confident in achieving the goal before their graduation, but were less satisfied with the current English curriculum and did not think it would contribute to passing the EEE; 6. for students who failed the EEE, they felt the application of the EEE could help them elevate their English competence through the assistance in their General English curriculum teaching at school more than students who had passed the EEE could feel in terms of the substantial assistance in English program; 7. taking the grade level as a variable, 69% of the surveyed students were worried about whether they would pass their EEE before graduation, and specifically junior students (79%) worried the most, followed by senior students (73%); 8. continuously implementing the EEE in the Higher Technological and Vocational Education (HTVE) system was essential and could contribute to providing substantial assistance in passing an EEE through the General English curriculum; 9. the results for students' prioritizing the first five reasons of poor performance on the EEE were (a) students' laziness, (b) students' lack of preparation, (c) students' lack of supplemental programs, (d) lack of monetary incentives and (e) inadequate English curriculum. The study suggested that: (a) clearly elaborating on the related procedures and possible alternations of applying an EEE could alleviate parental and student pressure and interference; (b) providing more professional guidance in helping undergraduate junior and senior students to cope with the EEE in the HTVE system who were under more pressure from the EEE than sophomore and freshman students; (c) continuously implementing the EEE in the TVU/Cs was essential; (d) EFL teachers needed to reflect on the possibility of aligning English curriculum with testing (such as the EEE) vertically and horizontally as well as modifying their teaching methods, techniques, and strategies in instructional practice according to students' responses to the ranks of English poor performance othe EEE; (e) the related school authorities needed to reinforce the EEE promotion skills and make the information about the EEE implementation more accessible to students on the website or with fliers and (f) students' lack of supplemental programs, monetary incentives, and adequate English curriculum were students' most-concerned matters about applying an EEE and recommended for the related school authorities' reference. The implications for practice and future studies were provided for teachers and administrators to carry out their EEE effectively and successfully in Taiwan.