本研究評估北部某大學實施專業英文課程的成效，同時探討實施以學習 者為中心之合作學習法之成果。此研究調查對象為九個選修專業英文課 程之133名學生，調查問卷以量表和開放式問題呈現，以收集學生英語 學習背景資料並評估學習者對於課程的滿意度，調查結果包含學習者需 求分析，以了解學生對未來專業英文課程的期待。其中四名學生亦被邀請 參與半結構式訪談，分享在專業英文課程的上課經驗。研究結果指出，參 與問卷研究的學生的英文程度從CEFR A2到B2不等，絕大多數學生為 英文系學生，其英文程度落在B1範圍内，學生選修專業英文課程的理由 為提高英文能力和滿足學業要求。參與的學生認為在日常生活和課業學 習中，閱讀或聆聽這兩種接受性的技能，相對於生產技能的讀寫更為有 用，學生最常需要使用閱讀的情況是理解網路文章、閱讀教科書與論文， 或閱讀英文電郵與信件；聽力方面，收聽網路上的廣播與課堂講課時會需 要用到最多的聆聽技巧，這些情況反映出學生日常生活的英文需求。數據 分析的結果顯示大多數學生受惠於以學習者為中心的合作學習，學生對 於專業英語課程的效果也表示高度滿意，調查亦顯示參與者學習專業英 文的動機高於普通英文課程，也因為這類課程，他們更能自主學習並尋求 課外閱讀英文的機會。研究顯示專業英語課程應能實際改善大學生英文 能力，並建議未來繼續提供相關課程。

This program evaluation study investigated the first-time implementation of English-for-specific-purposes (ESP) courses featuring learner-centered, cooperative learning approaches in a private university in Taiwan. Questionnaires comprised of both scaled and open-ended items were distributed to 133 students enrolled in nine elective ESP courses to gather background information and gauge learner satisfaction. Results of these questionnaires also serve to refine the design of the ESP curricula. In addition, four participants joined semi-structured interviews to report their experiences in this ESP program. The 133 respondents’ English proficiency ranged fom CEFR A2 to B2, the majority of which were English major students scoring at the mid-range of B1. The top reasons for enrollment were to enhance English ability and to fulfill academic requirements. Participants rated the receptive skills of reading or listening as being more useful than productive skills in their daily and academic lives because they use reading skills most to comprehend articles on the Internet, textbooks, or emails and letters in English. They use listening skills most when comprehending class lectures and information on the Internet. The results of the data analysis also revealed that most students supported learner-centered approaches in the ESP context. In addition, participant responses indicated a high level of satisfaction regarding the effectiveness of the ESP program. Participants indicated higher motivation for professional English than general English, and perceived themselves as autonomous learners who actively seek out-of-class reading opportunities. The study suggests that substantial improvement could occur if ESP courses continue to be offered at the university.