The Challenges of Bilingual Education Practice through the Digital Bilingual Education Platform

This study conducts a comprehensive examination of the impact of the Ministry of Education's "Digital Bilingual Education Platform" on language learning outcomes and preferences among elementary school students in Taiwan. Over a span of ten weeks, the study engaged ninty-seven participants from eight cities, emphasizing Indigenous languages, Hakka, and English. The main goals were to evaluate the effects of the Digital Bilingual Education Platform on language learning performance and to investigate students' preferences and perspectives on its use. This study adopted a hybrid approach, merging quantitative assessment of language learning progress with qualitative exploration of participants' experiences and perspectives. The results demonstrated statistically significant enhancements in language learning outcomes for most participants after their involvement with the Digital Bilingual Education Platform. Participants conveyed highly positive views on the platform's effectiveness in supporting language acquisition. The study's implications go beyond the immediate results, highlighting the essential role of self-reflection for language instructors in refining and maximizing the use of digital bilingual education tools. The favorable results highlight the advantages of integrating technology into language education, particularly for Indigenous languages, Hakka, and English. The study seeks to inform the development of government policies, particularly in bilingual education programs, by advocating for the integration of digital platforms to improve learning outcomes and promote positive attitudes toward language acquisition. The pedagogical implications of this research emphasize the importance of educators adjusting their teaching strategies to take full advantage of the benefits provided by the digital bilingual education platform. Recognizing its limitations, the study lays the foundation for future research to explore these gaps and expand upon the existing findings. By examining the effects of the digital bilingual education platform, this doctoral dissertation makes a substantial contribution to our understanding of effective language learning strategies. The insights gained have the potential to shape educational policies that support bilingual education initiatives, ultimately improving language learning outcomes for elementary school students in Taiwan. The study concludes by urging further exploration of the role of technology in language education and its wider implications for the field.