1.      Activity focus and purpose:

The purpose of this activity is to comprehensively enhance students’ English proficiency in the four key skill areas of the English proficiency test: listening, speaking, reading, and writing. In response to the English test requirements for the second semester of the 114th academic year, four English enhancement courses—Speaking, Writing, Listening, and Reading—have been specially arranged this semester. Through professionally designed courses and simulated practice sessions, the program aims to provide students with systematic guidance in listening and reading, while offering targeted training in speaking and writing to improve their language expression and test-taking skills. Overall, this activity not only strengthens students’ foundational language abilities and examination preparedness, but also aims to encourage greater participation in English proficiency tests. By providing positive learning experiences, the program seeks to build students’ confidence and motivation in language learning, thereby enhancing their competitiveness for future academic advancement and career development.

2.      Activity features and implementation:

The This activity covered the four core components of English proficiency tests: speaking, writing, listening, and reading. The focus of this program was on a “Speaking Enhancement Course,” featuring a practice-oriented and interactive teaching approach. The course design incorporated diverse instructional strategies, including scenario-based simulations and real-time feedback, to create a highly engaging learning environment and enhance students’ ability to use English effectively in practical communication.

During the course, instructors provided immediate corrections and individualized guidance based on students’ performance, helping them address common issues in oral expression. In addition, mock test exercises were integrated into the curriculum to familiarize students with the format and time management of speaking assessments. Through repeated practice and feedback mechanisms, the program effectively improved students’ speaking fluency, confidence, and ability to respond in real-time situations.

3.      Quality indicators of activities

Some students mentioned that they have not had many opportunities to use English recently. Although they were able to understand most of the content, they still found it challenging to respond or speak fluently, and expressed a need for more practice.

4.      Activity Highlights

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