中高齡者參與全英語授課之英語學習歷程：雙語國家政策提升民眾英語學習力之實施案例

English Learning Process of Older Adults Participating in English Taught Course: Implementation Case of Bilingual National Policy to Improve People’s English Learning Ability

我國國家發展委員會和教育部共同推動雙語國家政策，提升一般民眾英語學習力為政策重要目標之一。本研究採質性訪談，採訪8位中高齡參與終身學習機構全英語課程的學習者，研究發現不同學習者在相同環境下會有不同的學習經驗。其中，正向學習經驗因素包括開口說、生活化課程、外籍教師跨文化教學、遊戲式學習和科技輔助教學；負向學習經驗因素包括課程鬆散、全英語授課、受限的師生互動、缺乏即時回饋和課後練習。正向學習經驗可以促進學習者對英語學習產生積極態度，負向學習經驗則會導致消極學習。本研究提出三項研究結論：一、正向經驗促成中高齡者持續參與英語學習；二、建立學習者之同化和調適學習歷程；三、提升民眾英語學習能力之成效評估。鑒於以上發現，建議未來終身學習機構在開設語言課程時，應考慮深入探究學習者的背景面向，包括學習動機、學習風格及其對英語學習的態度等因素。此外，教學設計應更加注重實踐和互動，特別是增強師生之間及學習者之間的互動，提供即時反饋和適量的課後練習機會。本研究結合理論概念和雙語國家政策分析，提供實際教學實務的應用，作為未來終身學習機構開設語言課程的參考。

The National Development Council and the Ministry of Education in our country are jointly promoting a bilingual national policy, with the aim to enhance the English learning ability of the general public. To gain insights on how older adults are improving their English learning ability, this study conducted qualitative interviews with eight middle-aged and elderly learners who participated in complete English courses at lifelong learning institutions. It was found that different learners may have different learning outcomes even if they were in the same learning environment. Positive learning experience factors include speaking practice, contextualized courses, cross cultural teaching by foreign teachers, game-based learning, and technology assisted teaching. Negative learning experience factors include loose course structure, English medium instruction, limited teacher-student interactions, lack of immediate feedback, and insufficient post-class exercises. Positive learning experiences can promote learners’ positive attitudes toward English learning, while negative experiences can lead to negative learning attitudes. Given these findings, it is suggested that future lifelong learning institutions, when offering language courses, should thoroughly explore learners’ background aspects, including learning motivation, learning styles, and attitudes toward English learning. In addition, instructional design should focus more on practicality and interaction, especially enhancing interaction between teachers and students and among learners, providing immediate feedback, and adequate opportunities for post-class practice. This study combines theoretical concepts with the analysis of bilingual country policies, offering practical applications for teaching practices and serving as a reference for future lifelong learning institutions in offering language courses.