The english graduation benchmark policy in Taiwan

Since Taiwan's Ministry of Education (MOE) started to encourage universities to establish English graduation benchmarks (EGB) in 2002, the policy has gradually become a standardized requirement for many universities. Although numerous researches were subsequently conducted (Su, 2009; Lin, 2010), further studies on the pedagogical implications of this implementation have not been given much attention. Hence, the purpose of this study is to offer pedagogical suggestions for the policy makers of this implementation through the analyses of the findings from two investigations, and from related literature. The two investigations focused on both students’ and teachers’ attitudes in various dimensions toward the EGB policy. Finally, the results are revealed and the pedagogical implications are offered. If all of the learning circumstances and students’ needs analyses are not taken into account, once the EGB policy is fully implemented, a major challenge will be posed to English teachers, administrators and students in the future.