在今天全球化的世界中，英語能力對於學術和職業成功日益重要，精通英語已成為關鍵目標。在這個背景下，台灣將其非英語專業新生的英語課程（FENM）轉變為普通用途英語（EGP），作為其更廣泛教育改革的一部分。這項研究在台灣的K大學（KU）進行了三個學年，探討了性別和英語能力如何影響EGP課程的有效性。目的是為了促進公平和效率，提供教學策略。研究結果顯示，學生的英文能力從前測試到後測試有不同程度的提高。雖然KU大學的EGP課程在提高學生英文能力方面顯示出明顯的好處，但結果也表明性別和初始語言英文能力對這些成果有顯著影響。值得注意的是，男性學生通常表現優於女性學生，而一開始的英語英文能力對學習進度有很大影響。這些發現強調了教學干預以確保不同性別和英文能力之間平等成果的重要性。

In today's globalized world, where English proficiency is increasingly vital for academic and professional success, mastering English has become a critical goal. In this context, Taiwan has transformed its Freshman English for Non-English Majors (FENM) into English for General Purposes (EGP) as part of its broader educational reforms. This study, conducted at K University (KU) in Taiwan over three academic years, explores how gender and English proficiency levels impact the effectiveness of EGP courses. The aim is to inform teaching strategies that promote both equity and efficacy. The research findings reveal that students' proficiency improved to varying degrees, as measured from pre-test to post-test evaluations. Although EGP courses at KU have demonstrated clear benefits in enhancing student proficiency, the results also indicate significant influences of gender and initial language proficiency on these outcomes. Notably, male students typically outperformed their female counterparts, and the level of English proficiency at the outset substantially impacted learning progress. These findings emphasize the importance of pedagogical interventions to ensure equal outcomes across genders and proficiency levels.