This research project primarily explores the attributes of graduation benchmark of
general English language proficiency levels in the universities of technology in the
southern Taiwan, ranging from Great Tainan to Pintung County. Three major issues
were detected as follows: types of core professionalism included in the graduation
benchmark, the impacts of the descending birthrates upon the adjustment of the
graduation benchmark, and the degree of incorporation of the task-based MOE policy
into the graduation benchmark. The regulations of the graduation benchmark act as
the major references for this project investigation, and the attributes of the graduation
benchmark are classified into three major categories: (1) levels of general English
languages proficiency, (2) types of professionalism, and (3) types of task-based
regulations. The results of this research project are revealed as follows.
Comparatively, higher ranks of general English language proficiency levels are
demanded in the state-run universities, reaching the upper-intermediate level.
Nevertheless, wider ranges of professionalism are spanned in the private universities of
technology, particularly the correlations between the professionalism and the curricular
design. Insofar, the task-based regulations have not captured the foci in the graduation
benchmark.
