英語能力對技職體系學生來說一直是被質疑的，甚至有學者認為在進入科技大學後，技職學生的英文程度可能會變得更差。本文旨在瞭解技職院校學生的英語能力，比較學生在進入大學之後英語能力的變化。以某技職校院144 位學生做為樣本，採用統一入學測驗的英語成績與入校後的多益測驗分數做為分析的資料。研究結果顯示，技職體系學生比一般的多益考生在聽力與閱讀兩大部分的成績有相當程度的落後，與以往的研究結果相符，科技大學學生英文能力的確較其他族群低落。本研究的另一部分探討技職學生在進入科大後，他們的英語能力是否有變化？分析結果顯示，學生入校前後的英語能力有明顯變化。入學前學生群體間的英文能力存在有明顯差異，但入校後，英語能力拉近，差異逐漸減少。差異減少的原因並非能力增加，極有可能是整體性的程度退步。本文也對學生英文能力的落差提出解釋，並依學生英語能力測驗的結果，對不同程度的學生群提出學習建議。

Both educational practitioners and researchers in Taiwan have been interested in a question. “Do our college students really learn English in schools?” The question attracts researchers’ attentions and consequently produced studies designed to seek for better pedagogies
to help students’ English learning.The primary purposes of the study were to measure technology students’ English proficiency level and to explore changes after they entered technology universities. One hundred and forty four students participated a language test which it has adopted internationally to measure test-takers’ English proficiency for particular purposes. To measure the students’ progress, researchers used the subjects’ scores of Technology University’s Entrance Examination in which their English scores were analyzed to understand the differences among subjects.The results were mainly described in two parts: to explore the differences among the subjects and to evaluate their progress after they were recruited the technology university. The analysis surprised
researchers in multiple domains. Several factors were introduced to test
differences statistically among the students. Researchers failed to find
significant differences among the students in the analysis of using a
language proficiency test scores. However, when researchers examined
subjects’ performance before they enter college, findings showed that
some students, particularly from regular high school, performed higher
than their peers. With an interest to explore students’ progress in
college, researchers expected to find evidences that support English
teaching in the technology university would make students better perform in the test. Moreover, the results were disappointing, which the
subjects did not perform better after they have received more English
training in the technology university. In other words, college teaching
failed to give the students a boost in their English.