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Due to the outbreak of the pandemic in 2020, numerous schools have had to shut down. Many universities are still continuing the distance learning model in 2021, including Taiwan. Although the benefits and challenges of distance learning have been extensively studied, there has been less research on whether the ICLHE (Integrated Content and Language in Higher Education) approach, which greatly relies on face-to-face interaction and collaborations with peers, can work well in a distance learning model. Thus, 4 weeks of synchronous ICLHE teaching was conducted as a trial in a Taiwan university. The students were asked to complete a weekly online survey to evaluate their learning, the practitioner’s teaching, and the platform. Results revealed that ICLHE may not work well in a distance learning situation due to decreasing motivation, greater distraction, lack of actual interaction, peer pressure, teacher monitoring, and practitioner’s fatigue. The study cautions against implementing ICLHE according to a distance learning model.

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In 2011, Taiwan's Ministry of Education conducted a national-scale appraisal of 92 CLIL programmes. However, we lack an effective model for examining by precisely how much improvement in the quality of the CLIL programmes will rise as a consequence of the increased language proficiency and the acquisition of disciplinary knowledge. To gain greater insight into the relationship between the execution and appraisal results of CLIL and the facilitation of content and foreign language acquisition, we researched the stakeholders' perceptions of and attitudes towards CLIL in order to create a reference for the national appraisal results. Our aim was to collect both quantitative and qualitative data on the programme managers, teachers and learners in 12 CLIL programmes nationwide by way of a questionnaire survey and interviews. We assessed these data to answer our main research questions regarding the efficacy and effectiveness of employing CLIL education in higher education in Taiwan. In total, 53 undergraduates and postgraduate CLIL students completed a self-designed questionnaire survey, investigating their perceptions of and attitudes towards CLIL education. In addition, interviews with CLIL programme managers and student focus-groups were also conducted to further probe their opinions on CLIL. The findings mainly revealed that the learners' satisfaction with the CLIL approach is greatly affected by their level of language proficiency. Our findings can significantly advance our understanding of the current situation of CLIL education and the likely effects of changing the curricula and directions of delivering content and foreign language courses at the tertiary level in Taiwan.Keywords: CLIL evaluation; Taiwan; tertiary education; stakeholders' perspective. YANGInvestigación de la eficacia en el aprendizaje, manejo de dificultades y mejoras en educación terciaria de los programas en AICLE (aprendizaje integrado de contenidos y lenguas extranjeras) en Taiwán: encuesta sobre las perspectivas de los agentes involucrados en la educación ResumenEn 2011, el Ministerio de Educación de Taiwán realizó una evaluación a nivel nacional a 92 programas de aprendizaje integrado de contenidos y lenguas extranjeras (AICLE). Sin embargo, carecemos de un modelo efectivo para examinar con exactitud el nivel de avance en la calidad de los programas de AICLE que tenga como consecuencia el aumento en la proficiencia en la lengua y la adquisición de conocimiento en esta disciplina. Con el fin de entender mejor la relación entre la ejecución y los resultados de la evaluación de AICLE y la facilitación del contenido y la adquisición de una lengua extranjera, se han investigado las percepciones de los agentes involucrados y sus actitudes con respecto a AICLE, con el fin de tener referencia para los resultados de una evaluación nacional. El propósito fue recoger datos cualitativos y cuantitativos de los directores de programas, profesores y aprendices de 12 programas de AICLE a nivel nacional por medio de una encuesta y entrevistas. ...