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

The Challenges of Bilingual Education Practice through the Digital Bilingual Education Platform | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Challenges of Bilingual Education Practice through the Digital Bilingual Education Platform Ching-Ying Lin, Jo-Ting Chu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6691474/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract 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. Special Education bilingual education language learning the digital platform online learning Figures Figure 1 1. Introduction The Taiwanese government has launched the "Bilingual 2030 Policy," with the goal of improving English proficiency among Taiwan's youth to boost their competitiveness for a brighter future (NDC, 2021). At the same time, the global COVID-19 pandemic has caused widespread disruptions across various industries around the world. During the pandemic, online language learning became a practical solution to adapt to the restrictions in place. In reaction to these initiatives and challenges, the researcher became actively involved in the digital bilingual learning project, which began in 2022. The project team cooperated with each other to create "the Digital Bilingual Education Platform," as shown in Fig. 1 . By utilizing teacher resources, a training database, and an e-learning website, both educators and learners can improve their bilingual proficiency, enhance learning quality, develop their skills, and foster innovation. The digital bilingual education platform provided numerous benefits, supporting both instructors and learners. Learning platforms bridge geographical and socioeconomic gaps by providing high-quality resources accessible from anywhere, often at a lower cost. Moreover, features such as gamification, badges, and leaderboards create an engaging environment, particularly for younger learners, fostering motivation and sustained participation. Platforms incorporate diverse language domains, including reading, writing, listening, and speaking, alongside multimedia elements to promote well-rounded language proficiency. The main goal of the study was to examine how the "Digital Bilingual Education Platform," developed by the Ministry of Education (MOE), influences language learning achievement and learner preferences. This study aimed to investigate the impact of implementing the digital bilingual education platform toward language acquisition in the primary schools in southern Twain. The research questions are describing as follows: (1) Is there a significant difference in success rates of the digital bilingual education platform on language learning achievements among elementary school students? (2) Is there a significant difference in success rates of the digital bilingual education platform on language learning achievements among junior school students? (3) What is the elementary school students’ language learning preferences through the bilingual education practice by the digital bilingual education platform? 2. Literature review Bilingual education programs are designed to help learners achieve fluency in two languages while enhancing their academic performance and cultural comprehension (Lisset, 2024). Constructivism is a learning theory emphasizing that learners actively create knowledge through meaningful engagement with their environment. Therefore, learning platforms support active and meaningful engagement by providing interactive exercises, multimedia content, and real-world language applications, enabling learners to construct knowledge through experience. On the other hand, sociocultural theory, developed by Lev Vygotsky, is the key point in such bilingual classes. It underscores the influence of social interaction and cultural context on learning, emphasizing their role in cognitive development. The authors (Timothy et al., 2020) suggest that using sociocultural approaches in mobile learning is more than just a strategy; it embodies a commitment to empowering students. This involves addressing their cultural and linguistic needs, embracing diversity, ensuring fair access to technology, and fostering meaningful, real-world learning experiences—all of which mobile learning can help achieve. Additionally, through gamification, repetition, and immediate feedback, platforms reinforce language skills, motivatging learners to achieve incremental goals. Over the past decades, educational games have garnered substantial research attention (Mayer, 2016). Actually, the extent to which gaming experience—such as frequency, duration, and skill in playing computer games—impacts the success of L2 learning remains uncertain. Hung et al. (2018) reviewed multiple studies suggesting a possible link between digital gaming experience and L2 proficiency, particularly among male learners (e.g., Smith et al., Smith, Li, Kim, Drobisz, Park, and Smith 2013; Sundqvist & Sylvén, Sylvén, Sundqvist, and Reinders 2012). Online, mobile apps and self-paced language-learning platforms present foreign language learners with numerous opportunities to engage with various texts and resources while immersing in the authentic target language. Moreover, motivation is widely acknowledged as a fundamental aspect of second or foreign language acquisition by teachers, developers of language materials, researchers, and learners themselves (Mark & Randall, 2019). Platforms can reduce cognitive overload by breaking content into manageable chunks, using scaffolding techniques to guide learners through progressively complex tasks. The use of learning platform in English language instruction for elementary and high school students offers transformative potential for enhancing language acquisition and academic skills. These platforms leverage technology to create adaptive, engaging, and accessible learning environments. At a doctoral level, it is critical to examine the pedagogical frameworks, cognitive theories, and implementation strategies that ensure these platforms maximize their educational impact. Once these conditions are met, learners can take control of their learning and assessment, ultimately cultivating a personalized learning and assessment culture (Mäenpää, 2016: 41–42). One of the greatest benefits of contemporary technology is its role in advancing personalized learning (Muna & Hind, 2019). On the other hand, personalization refers to the adaptation of modern technology to align with students' unique learning styles. It is not a traditional learning material, but it’s the integration of modern technology and teacher guidance to meet the unique learning needs of each student ( A guide to engaging students with technology, 2014). Therefore, platforms use AI-driven algorithms to adapt content to individual proficiency levels, ensuring each student receives targeted instruction. Moreover, technology has increasingly become a crucial element in the learning process, both inside and outside the classroom. Features such as gamification, badges, and leaderboards create an engaging environment, particularly for younger learners, fostering motivation and sustained participation. By utilizing technology, teachers can tailor classroom activities to improve the language learning experience (Ahmadi, 2018). Incorporating technology has the potential to overcome some of these challenges and improve the overall learning experience. Therefore, motivation and engagement are critical factors influencing student learning outcomes. As we know, platforms integrate multiple language domains (reading, writing, listening, and speaking) with multimedia content, enhancing holistic language proficiency. By integrating technology, educators can offer interactive and immersive learning experiences that accommodate various learning styles, potentially boosting student engagement and motivation (Mohammad, 2023). The benefits of immediate feedback and assessment are the crucial factors toward integrating learning platforms for English language learning. Assessment plays a crucial role in learning as it directly influences both the teaching process and student outcomes. Automated grading and detailed analytics help students understand their strengths and weaknesses in real-time, while providing teachers with actionable insights for targeted intervention. Therefore, online formative assessment offers students immediate feedback, allowing them to evaluate their understanding and address any gaps in their knowledge or instruction. It also helps alleviate student anxiety by preparing them for the upcoming summative assessment (Cassady & Gridley, 2005). Vonderwell et al. (2007) also mentioned that instructors can leverage online formative assessments to increase interaction, both among students and between students and instructors, fostering a more dynamic and engaging learning experience. On the other hand, equip teachers with the necessary technical skills and pedagogical strategies to integrate platforms effectively into their classrooms. Additionally, the arrival of COVID-19 has heightened the importance of reevaluating the way courses are delivered online and understanding how students adapt to these new learning environments (Algarni, 2021). The consistent use of blended learning in foreign language teacher training is essential, as highlighted by the analysis of key competencies required in the future professional landscape (Anthony et al., 2019; Andrejević and Nejković, 2022, McCarthy, 2015). Consequently, aspiring teachers should be trained to create language-rich learning environments where digital technologies are not just sporadically used but are thoughtfully integrated (Hung, 2016; Orlando, 2013). Simultaneously, future foreign language teachers should consistently question the value added by digital technologies and possess the ability to assess their effectiveness (research-based learning approach) (Kniazain, et al., 2021). According to Chen and Wang (2020), digital platforms foster an educational setting that promotes collective thinking and collaborative learning. They assist teachers in effectively managing learning activities and designing lesson plans. Additionally, these platforms are essential in supporting learners' well-being, boosting self-regulated learning, and increasing motivation, which collectively enhance the overall learning experience. 3. Method A total of ninty-seven elementary school students from Taiwan participated voluntarily in the current study. These students were selected from eight different cities, namely Tainan, Kaohsiung, Pintung and Taitung, ranging from Grade 3rd to Grade 5th. The study included filling out a questionnaire on language learning preferences, along with a pretest and a posttest. The language instruction encompassed Indigenous languages, Hakka, and English, with all courses conducted via the digital bilingual education platform. The participatns engaged in the courses for a duration of ten weeks. During the first week, all participants complted a pretest assessing language comprehension. In the final week, participants took a posttest on language comprehension and filled out the questionnaire on language learning preferences. SPSS was utilized to analyze all quantitative data collected in the study. 4. Findings and discussions The first research question sought to examine the effects of the digital bilingual education platform on language learning outcomes among elementary school students in Taiwan. The pretest and posttest score comparisons were presented in Table 1. Table 1 Elementary school students’ Pretest & Posttest (n = 80) Groups N Test Mean SD t df Sig. Elementary School Students 80 Pretest 53.29 12.98 -4.721 6 .003** Posttest 81.00 9.24 ** p < .01. In the elementary school group, the mean of posttest scores (M = 81.00, SD = 9.24) was higher than that of pretest scores in the same group (M = 53.29, SD = 12.98). There was a significant difference between the two tests (t (55) = -4.721, p = .003 < .01). The second research question sought to examine the effects of the digital bilingual education platform on language learning outcomes among junior high school students in Taiwan. The pretest and posttest score comparisons were presented in Table 2. Table 2 Junior high school students’ Pretest & Posttest (n = 17) Groups N Test Mean SD t df Sig. Junior High School Students 17 Pretest 53.50 2.12 -161 1 .004** Posttest 93.75 1.77 ** p < .01. In the Junior high school group, the mean of posttest scores (M = 93.75, SD = 1.77) was higher than that of pretest scores in the same group (M = 53.50, SD = 2.12). There was a significant difference between the two tests (t (21) = -161, p = .004 < .01). The third research question explored elementary school and junior high school students' language learning preferences within the context of bilingual education, utilizing a digital bilingual education platform as the primary facilitation tool. In terms of Indigenous languages, a significant difference was found between the pre-test and post-test groups of junior high school students in the t-test.An analysis of feedback from Indigenous language groups revealed three key areas of student interest: Indigenous Education, Disaster Prevention Education, and Safety Education (as indicated in Table 3). The data indicate that students strongly prefer content that relates directly to their everyday experiences. Table 3 One sample t test(n = 40) Indigenous language Item Course N Mean SD Rank t df Sig. 1 Multicultural Education 40 4.3 0.334 6 28.5 39 .000 2 Family Education 40 4.4 0.286 5 34.51 39 .000 3 Life Education 40 4.2 0.212 7 44.27 39 .000 4 Gender Equality Education 40 4.2 0.255 7 36.83 39 .000 5 Indigenous Education 40 4.9 0.083 1 131.49 39 .000 6 Safety Education A 40 4.7 0.114 4 92.96 39 .000 7 Environment Education A 40 4.0 0.158 10 56.57 39 .000 8 Environment Education B 40 4.1 0.158 9 57.98 39 .000 9 Safety Education B 40 4.8 0.158 3 67.88 39 .000 10 Disaster Prevention Education 40 4.9 0.100 1 109.56 39 .000 *** p < .001. This highlights their strong preference for practical and applicable knowledge in these domains, emphasizing the importance of incorporating relevant and culturally responsive materials into their education. In terms of Hakka, a significant difference was found between the pre-test and post-test groups of junior high school students in the t-test. Drawing from the feedback provided by Hakka language groups (as shown in Table 4), students particularly expressed interest in Environment Education A, Environment Education B, and Environment Education C. This indicates a strong student preference for content focused on environmental topics. Their interest highlights a demand for practical and relevant knowledge in these areas, reinforcing the importance of incorporating environmental education into their curriculum. Table 4 One sample t test(n = 5) Hakka Item Course N Mean SD Rank t df Sig. 1 Multicultural Education A 5 4.0 0.158 10 56.57 4 .000 2 Multicultural Education B 5 4.3 0.238 8 40.46 4 .000 3 Gender Equality Education A 5 4.3 0.122 8 78.51 4 .000 4 Gender Equality Education B 5 4.8 0.122 5 87.64 4 .000 5 Family Education 5 4.6 0.255 6 40.35 4 .000 6 Environment Education A 5 5.0 0.447 1 249 4 .000 7 Environment Education B 5 5.0 0.548 1 202.49 4 .000 8 Environment Education C 5 5.0 0.447 1 249 4 .000 9 Outdoor Education 5 4.5 0.223 7 45 4 .000 10 Safety Education 5 4.9 0.130 4 83.69 4 .000 *** p < .001. In terms of English, a significant difference was found between the pre-test and post-test groups of junior high school students in the t-test. The feedback gathered from English language groups (as presented in Table 5) reveals that students' primary areas of interest encompass International Education, Career Planning Education, and Family Education. This indicates that students are especially drawn to content that directly relates to their daily experiences. Their interest in these areas highlights a need for practical and relevant knowledge that can be directly utilized in both their personal and professional lives. Incorporating these topics into their education could enhance student engagement and lead to better overall learning outcomes. Table 5 One sample t test (n = 52) English Item Course N Mean SD Rank t df Sig. 1 Literacy Education A 52 4.1 0.158 10 57.98 53 .000 2 Environment Education A 52 4.6 0.114 4 90.99 53 .000 3 Environment Education B 52 4.6 0.158 4 60.05 53 .000 4 Family Education 52 4.7 0.179 3 58.50 53 .000 5 Multicultural Education 52 4.2 0.192 9 49.06 53 .000 6 Career Planning Education 52 4.8 0.158 2 67.88 53 .000 7 Literacy Education B 52 4.5 0.194 7 52.08 53 .000 8 Life Education A 52 4.5 0.187 7 53.79 53 .000 9 International Education 52 4.9 0.837 1 130.42 53 .000 10 Life Education B 52 4.6 0.274 4 37.56 53 .000 *** p < .001. 5. Conclusion This research study is highly relevant in the field of technology-enhanced language learning and instruction. Its findings provide important insights that can help policymakers, educators, and students navigate the challenges of modern education. Firstly, the educators have to design interactive and culturally relevant content to keep studnets motivated and connected to the material. L2 learning can take place in various contexts beyond the classroom, both digital and non-digital, with some settings emphasizing receptive language use while others promote greater interactivity (Sigríður & Iris, 2021). Language teacher training is updated using innovative and modern educational approaches, which are integrated into the Blended Learning Model (Craciun, 2019). Even though some educators may be hesitant to adopt new technologies, the educational institutions would offer professional development programs and demonstrate the platform’s benefits through pilot studies. How to equip teachers with the necessary technical skills and pedagogical strategies to integrate platforms effectively into their classrooms is a crucial way in the future. On the other hand, we may encourage partens to engage with the platform, monitor their children’s progress, and support their learning at home. Parental engagement is considered crucial for young children's educational success, supporting their academic performance along with social, emotional, and cognitive development. (Erwin, 2025). Bilingual parents act as facilitators, providing targeted support that strengthens language skills and cognitive benefits, including enhanced cognitive control and awareness of language structure. (Bialystok & Senman, 2004). Therefore, strategic practices, practices like consistently using the minority language at home, code-switching, and participating in bilingual storytelling are essential for fostering biliteracy and preserving cultural identity (De Houwer, 2009; Lewis et al., 2016; Quirk et al., 2024). Furthermore, the study effectively demonstrates the considerable benefits associated with the use of digital bilingual education platforms. We provide necessary devices, internet connectivity, and training to ensure all students can participate, particularly in underprivileged areas. The study’s impact reaches beyond its direct conclusions, advancing the progress of language learning methods and the skillful incorporation of technology into language education. Learning platforms offer a powerful means to enhance English language learning for elementary and high scholl students. Their success, however, hinges on thoughtful integration, robust teacher training, equitable access, and continuous evaluation. By addressing challenges and leveraging the full potential of these platforms, educators can create transformative leanring experiences that empower students to succeed in a globalized world. In conclusion, the findings of this study have the potential to enhance language learning experiences and offer important guidance for educational policies that support the integration of technology. 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Frontiers in Psychology, 10 , 1640. https://doi.org/10.3389/fpsyg.2019.01640. Wu, J. G., & Miller, L. (2021). Raising native cultural awareness through WeChat: A case study with Chinese EFL students. Computer Assisted Language Learning, 34 (4), 552–582. https://doi.org/10.1080/09588221.2019.1629962. Zhou, Y., & Wei, M. (2018). Strategies in technology-enhanced language learning. Studies in Second Language Learning and Teaching , 8(2), 471-495. https://doi.org/xxxxxx (If DOI is available). Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6691474","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":458218112,"identity":"4a07cbb7-912b-4cea-820c-7eeb19838770","order_by":0,"name":"Ching-Ying Lin","email":"","orcid":"","institution":"Department of Applied English, National Pingtung University, Pingtung, Taiwan","correspondingAuthor":false,"prefix":"","firstName":"Ching-Ying","middleName":"","lastName":"Lin","suffix":""},{"id":458218171,"identity":"bcffa2e4-821a-4910-9350-9736d0155fc7","order_by":1,"name":"Jo-Ting Chu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA/0lEQVRIiWNgGAWjYBACxgYGhgMMDBI8/OzNBx98AIqwsRPUwgzSYiEn2XMs2XAGSAszQXvAKiqMDW7kqEnzwAXwaWjvP3i44JdEYsOBHGZjm1/b5PmYGRg/fMzB47CewwyHZ/ZJJDY2nD34OLfvtmEbMwOz5MxteLTMSGY4zNsjkdjM2JdsnNtzmxGohY2Zlxgtbcw8ZtKWPbftidPC80PCmIcNqIXhx+1Ewlp6Dhsc5m2QkJPgYUs27G24ndzGzNiM1y+G7Y2PP/P8qeOxv//44IMff27bzm9vPvjhIz4tDSCr2mB2ghmgFIEHyIPJPzDuH5wKR8EoGAWjYAQDANcDU/Rra3HrAAAAAElFTkSuQmCC","orcid":"","institution":"Guilai Elementary School, Pingtung, Taiwan","correspondingAuthor":true,"prefix":"","firstName":"Jo-Ting","middleName":"","lastName":"Chu","suffix":""}],"badges":[],"createdAt":"2025-05-18 11:43:29","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-6691474/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6691474/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":83898955,"identity":"16a289c9-55f4-4037-8555-4b4e46eeaff7","added_by":"auto","created_at":"2025-06-04 09:10:19","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":52626,"visible":true,"origin":"","legend":"\u003cp\u003eThe digital bilingual education platform\u003c/p\u003e","description":"","filename":"fig1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-6691474/v1/3e43b50ab4157dab6c4723e4.jpg"},{"id":83899534,"identity":"b7d00929-776d-4793-9909-2b72429d8ebc","added_by":"auto","created_at":"2025-06-04 09:18:19","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":564752,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6691474/v1/90401eed-b7f4-46e0-bf64-5bebd0200378.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eThe Challenges of Bilingual Education Practice through the Digital Bilingual Education Platform\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThe Taiwanese government has launched the \"Bilingual 2030 Policy,\" with the goal of improving English proficiency among Taiwan's youth to boost their competitiveness for a brighter future (NDC, 2021). At the same time, the global COVID-19 pandemic has caused widespread disruptions across various industries around the world. During the pandemic, online language learning became a practical solution to adapt to the restrictions in place. In reaction to these initiatives and challenges, the researcher became actively involved in the digital bilingual learning project, which began in 2022. The project team cooperated with each other to create \"the Digital Bilingual Education Platform,\" as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eBy utilizing teacher resources, a training database, and an e-learning website, both educators and learners can improve their bilingual proficiency, enhance learning quality, develop their skills, and foster innovation. The digital bilingual education platform provided numerous benefits, supporting both instructors and learners. Learning platforms bridge geographical and socioeconomic gaps by providing high-quality resources accessible from anywhere, often at a lower cost. Moreover, features such as gamification, badges, and leaderboards create an engaging environment, particularly for younger learners, fostering motivation and sustained participation. Platforms incorporate diverse language domains, including reading, writing, listening, and speaking, alongside multimedia elements to promote well-rounded language proficiency. The main goal of the study was to examine how the \"Digital Bilingual Education Platform,\" developed by the Ministry of Education (MOE), influences language learning achievement and learner preferences. This study aimed to investigate the impact of implementing the digital bilingual education platform toward language acquisition in the primary schools in southern Twain.\u003c/p\u003e \u003cp\u003eThe research questions are describing as follows:\u003c/p\u003e \u003cp\u003e(1) Is there a significant difference in success rates of the digital bilingual education platform on language learning achievements among elementary school students?\u003c/p\u003e \u003cp\u003e(2) Is there a significant difference in success rates of the digital bilingual education platform on language learning achievements among junior school students?\u003c/p\u003e \u003cp\u003e(3) What is the elementary school students\u0026rsquo; language learning preferences through the bilingual education practice by the digital bilingual education platform?\u003c/p\u003e"},{"header":"2. Literature review","content":"\u003cp\u003eBilingual education programs are designed to help learners achieve fluency in two languages while enhancing their academic performance and cultural comprehension (Lisset, 2024). Constructivism is a learning theory emphasizing that learners actively create knowledge through meaningful engagement with their environment. Therefore, learning platforms support active and meaningful engagement by providing interactive exercises, multimedia content, and real-world language applications, enabling learners to construct knowledge through experience. On the other hand, sociocultural theory, developed by Lev Vygotsky, is the key point in such bilingual classes. It underscores the influence of social interaction and cultural context on learning, emphasizing their role in cognitive development. The authors (Timothy et al., 2020) suggest that using sociocultural approaches in mobile learning is more than just a strategy; it embodies a commitment to empowering students. This involves addressing their cultural and linguistic needs, embracing diversity, ensuring fair access to technology, and fostering meaningful, real-world learning experiences\u0026mdash;all of which mobile learning can help achieve. Additionally, through gamification, repetition, and immediate feedback, platforms reinforce language skills, motivatging learners to achieve incremental goals. Over the past decades, educational games have garnered substantial research attention (Mayer, 2016). Actually, the extent to which gaming experience\u0026mdash;such as frequency, duration, and skill in playing computer games\u0026mdash;impacts the success of L2 learning remains uncertain. Hung et al. (2018) reviewed multiple studies suggesting a possible link between digital gaming experience and L2 proficiency, particularly among male learners (e.g., Smith et al., Smith, Li, Kim, Drobisz, Park, and Smith 2013; Sundqvist \u0026amp; Sylv\u0026eacute;n, Sylv\u0026eacute;n, Sundqvist, and Reinders 2012). Online, mobile apps and self-paced language-learning platforms present foreign language learners with numerous opportunities to engage with various texts and resources while immersing in the authentic target language. Moreover, motivation is widely acknowledged as a fundamental aspect of second or foreign language acquisition by teachers, developers of language materials, researchers, and learners themselves (Mark \u0026amp; Randall, 2019). Platforms can reduce cognitive overload by breaking content into manageable chunks, using scaffolding techniques to guide learners through progressively complex tasks. The use of learning platform in English language instruction for elementary and high school students offers transformative potential for enhancing language acquisition and academic skills. These platforms leverage technology to create adaptive, engaging, and accessible learning environments. At a doctoral level, it is critical to examine the pedagogical frameworks, cognitive theories, and implementation strategies that ensure these platforms maximize their educational impact.\u003c/p\u003e \u003cp\u003eOnce these conditions are met, learners can take control of their learning and assessment, ultimately cultivating a personalized learning and assessment culture (M\u0026auml;enp\u0026auml;\u0026auml;, 2016: 41\u0026ndash;42). One of the greatest benefits of contemporary technology is its role in advancing personalized learning (Muna \u0026amp; Hind, 2019). On the other hand, personalization refers to the adaptation of modern technology to align with students' unique learning styles. It is not a traditional learning material, but it\u0026rsquo;s the integration of modern technology and teacher guidance to meet the unique learning needs of each student (\u003cb\u003eA\u003c/b\u003e guide to engaging students with technology, 2014). Therefore, platforms use AI-driven algorithms to adapt content to individual proficiency levels, ensuring each student receives targeted instruction.\u003c/p\u003e \u003cp\u003eMoreover, technology has increasingly become a crucial element in the learning process, both inside and outside the classroom. Features such as gamification, badges, and leaderboards create an engaging environment, particularly for younger learners, fostering motivation and sustained participation. By utilizing technology, teachers can tailor classroom activities to improve the language learning experience (Ahmadi, 2018). Incorporating technology has the potential to overcome some of these challenges and improve the overall learning experience. Therefore, motivation and engagement are critical factors influencing student learning outcomes. As we know, platforms integrate multiple language domains (reading, writing, listening, and speaking) with multimedia content, enhancing holistic language proficiency. By integrating technology, educators can offer interactive and immersive learning experiences that accommodate various learning styles, potentially boosting student engagement and motivation (Mohammad, 2023).\u003c/p\u003e \u003cp\u003eThe benefits of immediate feedback and assessment are the crucial factors toward integrating learning platforms for English language learning. Assessment plays a crucial role in learning as it directly influences both the teaching process and student outcomes. Automated grading and detailed analytics help students understand their strengths and weaknesses in real-time, while providing teachers with actionable insights for targeted intervention. Therefore, online formative assessment offers students immediate feedback, allowing them to evaluate their understanding and address any gaps in their knowledge or instruction. It also helps alleviate student anxiety by preparing them for the upcoming summative assessment (Cassady \u0026amp; Gridley, 2005). Vonderwell et al. (2007) also mentioned that instructors can leverage online formative assessments to increase interaction, both among students and between students and instructors, fostering a more dynamic and engaging learning experience.\u003c/p\u003e \u003cp\u003eOn the other hand, equip teachers with the necessary technical skills and pedagogical strategies to integrate platforms effectively into their classrooms. Additionally, the arrival of COVID-19 has heightened the importance of reevaluating the way courses are delivered online and understanding how students adapt to these new learning environments (Algarni, 2021). The consistent use of blended learning in foreign language teacher training is essential, as highlighted by the analysis of key competencies required in the future professional landscape (Anthony et al., 2019; Andrejević and Nejković, 2022, McCarthy, 2015). Consequently, aspiring teachers should be trained to create language-rich learning environments where digital technologies are not just sporadically used but are thoughtfully integrated (Hung, 2016; Orlando, 2013). Simultaneously, future foreign language teachers should consistently question the value added by digital technologies and possess the ability to assess their effectiveness (research-based learning approach) (Kniazain, et al., 2021).\u003c/p\u003e \u003cp\u003eAccording to Chen and Wang (2020), digital platforms foster an educational setting that promotes collective thinking and collaborative learning. They assist teachers in effectively managing learning activities and designing lesson plans. Additionally, these platforms are essential in supporting learners' well-being, boosting self-regulated learning, and increasing motivation, which collectively enhance the overall learning experience.\u003c/p\u003e"},{"header":"3. Method","content":"\u003cp\u003eA total of ninty-seven elementary school students from Taiwan participated voluntarily in the current study. These students were selected from eight different cities, namely Tainan, Kaohsiung, Pintung and Taitung, ranging from Grade 3rd to Grade 5th. The study included filling out a questionnaire on language learning preferences, along with a pretest and a posttest. The language instruction encompassed Indigenous languages, Hakka, and English, with all courses conducted via the digital bilingual education platform. The participatns engaged in the courses for a duration of ten weeks. During the first week, all participants complted a pretest assessing language comprehension. In the final week, participants took a posttest on language comprehension and filled out the questionnaire on language learning preferences. SPSS was utilized to analyze all quantitative data collected in the study.\u003c/p\u003e"},{"header":"4. Findings and discussions","content":"\u003cp\u003eThe first research question sought to examine the effects of the digital bilingual education platform on language learning outcomes among elementary school students in Taiwan.\u0026nbsp;The pretest and posttest score comparisons were presented in Table 1.\u003c/p\u003e\n\u003cp\u003eTable 1 Elementary school students\u0026rsquo; Pretest \u0026amp; Posttest \u0026nbsp;(n = 80)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"663\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003eGroups\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003eTest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003et\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003eElementary School Students\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003ePretest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e53.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e12.98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e-4.721\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e.003**\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003ePosttest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e81.00\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e9.24\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e** p \u0026lt; .01.\u003c/p\u003e\n\u003cp\u003eIn the elementary school group, the mean of posttest scores (M = 81.00, SD = 9.24) was higher than that of pretest scores in the same group (M = 53.29, SD = 12.98). There was a significant difference between the two tests (t (55) = -4.721, p = .003 \u0026lt; .01).\u003c/p\u003e\n\u003cp\u003eThe second research question sought to examine the effects of the digital bilingual education platform on language learning outcomes among junior high school students in Taiwan.\u0026nbsp;The pretest and posttest score comparisons were presented in Table\u0026nbsp;2.\u003c/p\u003e\n\u003cp\u003eTable 2 Junior high school students\u0026rsquo; Pretest \u0026amp; Posttest \u0026nbsp; (n = 17)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"663\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 102px;\"\u003e\n \u003cp\u003eGroups\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003eTest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003et\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003eJunior High School Students\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003ePretest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e53.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e2.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e-161\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e.004**\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003ePosttest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e93.75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003e1.77\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e** p \u0026lt; .01.\u003c/p\u003e\n\u003cp\u003eIn the Junior high school group, the mean of posttest scores (M = 93.75, SD = 1.77) was higher than that of pretest scores in the same group (M = 53.50, SD = 2.12). There was a significant difference between the two tests (t (21) = -161, p = .004 \u0026lt; .01).\u003c/p\u003e\n\u003cp\u003eThe third research question explored elementary school and junior high school students\u0026apos; language learning preferences within the context of bilingual education, utilizing a digital bilingual education platform as the primary facilitation tool.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn terms of Indigenous languages, a significant difference was found between the pre-test and post-test groups of junior high school students in the t-test.An analysis of feedback from Indigenous language groups revealed three key areas of student interest: Indigenous Education, Disaster Prevention Education, and Safety Education (as indicated in Table 3). The data indicate that students strongly prefer content that relates directly to their everyday experiences.\u003c/p\u003e\n\u003cp\u003eTable 3\u0026nbsp;One sample t test(n = 40) Indigenous language\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003eItem\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 146px;\"\u003e\n \u003cp\u003eCourse\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003eRank\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003et\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 66px;\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 146px;\"\u003e\n \u003cp\u003eMulticultural Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.334\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e28.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 146px;\"\u003e\n \u003cp\u003eFamily Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.286\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e34.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 146px;\"\u003e\n \u003cp\u003eLife Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e44.27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 146px;\"\u003e\n \u003cp\u003eGender Equality Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.255\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e36.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 146px;\"\u003e\n \u003cp\u003eIndigenous Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.083\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e131.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 146px;\"\u003e\n \u003cp\u003eSafety Education A\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.114\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e92.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 146px;\"\u003e\n \u003cp\u003eEnvironment Education A\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.158\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e56.57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 146px;\"\u003e\n \u003cp\u003eEnvironment Education B\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.158\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e57.98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 146px;\"\u003e\n \u003cp\u003eSafety Education B\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.158\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e67.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 146px;\"\u003e\n \u003cp\u003eDisaster Prevention Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e0.100\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e109.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e*** p \u0026lt; .001.\u003c/p\u003e\n\u003cp\u003eThis highlights their strong preference for practical and applicable knowledge in these domains, emphasizing the importance of incorporating relevant and culturally responsive materials into their education.\u003c/p\u003e\n\u003cp\u003eIn terms of Hakka, a significant difference was found between the pre-test and post-test groups of junior high school students in the t-test.\u0026nbsp;Drawing from the feedback provided by Hakka language groups (as shown in Table 4), students particularly expressed interest in Environment Education A, Environment Education B, and Environment Education C.\u0026nbsp;This indicates a strong student preference for content focused on environmental topics.\u0026nbsp;Their interest highlights a demand for practical and relevant knowledge in these areas, reinforcing the importance of incorporating environmental education into their curriculum.\u003c/p\u003e\n\u003cp\u003eTable 4\u0026nbsp;One sample t test(n = 5) Hakka\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"670\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003eItem\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eCourse\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 64px;\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 90px;\"\u003e\n \u003cp\u003eRank\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003et\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 99px;\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eMulticultural Education\u0026nbsp;A\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e4.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e0.158\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e56.57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eMulticultural Education\u0026nbsp;B\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e0.238\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e40.46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eGender Equality\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eEducation\u0026nbsp;A\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e0.122\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e78.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eGender Equality\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eEducation\u0026nbsp;B\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e4.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e0.122\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e87.64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eFamily Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e4.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e0.255\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e40.35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eEnvironment Education A\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e0.447\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e249\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eEnvironment Education B\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e0.548\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e202.49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eEnvironment Education C\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e0.447\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e249\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eOutdoor Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e0.223\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n\u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eSafety Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e4.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e0.130\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e83.69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e*** p \u0026lt; .001.\u003c/p\u003e\n\u003cp\u003eIn terms of English, a significant difference was found between the pre-test and post-test groups of junior high school students in the t-test.\u0026nbsp;The feedback gathered from English language groups (as presented in Table 5) reveals that students\u0026apos; primary areas of interest encompass International Education, Career Planning Education, and Family Education.\u0026nbsp;This indicates that students are especially drawn to content that directly relates to their\u0026nbsp;daily\u0026nbsp;experiences.\u0026nbsp;Their interest in these areas highlights a need for practical and relevant knowledge that can be directly utilized in both their personal and professional lives.\u0026nbsp;Incorporating these topics into their education could enhance student engagement and lead to better overall learning outcomes.\u003c/p\u003e\n\u003cp\u003eTable 5\u0026nbsp;One sample t test\u0026nbsp;(n = 52) English\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"670\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 54px;\"\u003e\n \u003cp\u003eItem\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eCourse\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 40px;\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 53px;\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 90px;\"\u003e\n \u003cp\u003eRank\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 70px;\"\u003e\n \u003cp\u003et\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 99px;\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eLiteracy Education A\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e4.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e0.158\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e57.98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eEnvironment Education A\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e4.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e0.114\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e90.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eEnvironment Education B\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e4.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e0.158\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e60.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eFamily Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e4.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e0.179\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e58.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eMulticultural Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e4.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e0.192\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e49.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eCareer Planning Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e4.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e0.158\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e67.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eLiteracy Education B\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e0.194\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e52.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eLife Education A\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e0.187\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e53.79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eInternational Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e4.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e0.837\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e130.42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 54px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 162px;\"\u003e\n \u003cp\u003eLife Education B\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 40px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 53px;\"\u003e\n \u003cp\u003e4.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e0.274\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 90px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 70px;\"\u003e\n \u003cp\u003e37.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e*** p \u0026lt; .001.\u003c/p\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eThis research study is highly relevant in the field of technology-enhanced language learning and instruction. Its findings provide important insights that can help policymakers, educators, and students navigate the challenges of modern education. Firstly, the educators have to design interactive and culturally relevant content to keep studnets motivated and connected to the material. L2 learning can take place in various contexts beyond the classroom, both digital and non-digital, with some settings emphasizing receptive language use while others promote greater interactivity (Sigr\u0026iacute;\u0026eth;ur \u0026amp; Iris, 2021). Language teacher training is updated using innovative and modern educational approaches, which are integrated into the Blended Learning Model (Craciun, 2019). Even though some educators may be hesitant to adopt new technologies, the educational institutions would offer professional development programs and demonstrate the platform\u0026rsquo;s benefits through pilot studies. How to equip teachers with the necessary technical skills and pedagogical strategies to integrate platforms effectively into their classrooms is a crucial way in the future.\u003c/p\u003e \u003cp\u003eOn the other hand, we may encourage partens to engage with the platform, monitor their children\u0026rsquo;s progress, and support their learning at home. Parental engagement is considered crucial for young children's educational success, supporting their academic performance along with social, emotional, and cognitive development. (Erwin, 2025). Bilingual parents act as facilitators, providing targeted support that strengthens language skills and cognitive benefits, including enhanced cognitive control and awareness of language structure. (Bialystok \u0026amp; Senman, 2004). Therefore, strategic practices, practices like consistently using the minority language at home, code-switching, and participating in bilingual storytelling are essential for fostering biliteracy and preserving cultural identity (De Houwer, 2009; Lewis et al., 2016; Quirk et al., 2024).\u003c/p\u003e \u003cp\u003eFurthermore, the study effectively demonstrates the considerable benefits associated with the use of digital bilingual education platforms. We provide necessary devices, internet connectivity, and training to ensure all students can participate, particularly in underprivileged areas. The study\u0026rsquo;s impact reaches beyond its direct conclusions, advancing the progress of language learning methods and the skillful incorporation of technology into language education. Learning platforms offer a powerful means to enhance English language learning for elementary and high scholl students. Their success, however, hinges on thoughtful integration, robust teacher training, equitable access, and continuous evaluation. By addressing challenges and leveraging the full potential of these platforms, educators can create transformative leanring experiences that empower students to succeed in a globalized world. In conclusion, the findings of this study have the potential to enhance language learning experiences and offer important guidance for educational policies that support the integration of technology.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cspan\u003eConsent: The participants in this study were all recruited and involved in the research at school, and the study only commenced after consent forms were distributed to and signed by the parents. IRB: National Pingtung University IRB approved this study\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCopyrights\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCopyright for this article is retained by the author(s), with first publication rights granted to the journal.\u003c/p\u003e\n\u003cp\u003eThis is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/3.0/).\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAktamış, H. (2017). Determining the factors that influence parents\u0026rsquo; views about science and technology. \u003cem\u003eResearch in Science \u0026amp; Technological Education, 35\u003c/em\u003e(2), 169\u0026ndash;182. https://doi.org/10.1080/02635143.2017.1278685\u003c/li\u003e\n\u003cli\u003eCarhill-Poza, A. (2017). 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Home environment, bilingual preschooler\u0026rsquo;s mother tongue language outcomes, and social-emotional and behavioral skills: One stone for two birds? \u003cem\u003eFrontiers in Psychology, 10\u003c/em\u003e, 1640. https://doi.org/10.3389/fpsyg.2019.01640.\u003c/li\u003e\n\u003cli\u003eWu, J. G., \u0026amp; Miller, L. (2021). Raising native cultural awareness through WeChat: A case study with Chinese EFL students. \u003cem\u003eComputer Assisted Language Learning, 34\u003c/em\u003e(4), 552\u0026ndash;582. https://doi.org/10.1080/09588221.2019.1629962.\u003c/li\u003e\n\u003cli\u003eZhou, Y., \u0026amp; Wei, M. (2018). Strategies in technology-enhanced language learning. \u003cem\u003eStudies in Second Language Learning and Teaching\u003c/em\u003e, 8(2), 471-495. https://doi.org/xxxxxx (If DOI is available).\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Guilai Elementary School, Pingtung, Taiwan","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"bilingual education, language learning, the digital platform, online learning","lastPublishedDoi":"10.21203/rs.3.rs-6691474/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6691474/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis 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.\u003c/p\u003e","manuscriptTitle":"The Challenges of Bilingual Education Practice through the Digital Bilingual Education Platform","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-04 09:10:14","doi":"10.21203/rs.3.rs-6691474/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"00302b96-c018-4bea-be5a-066a95ad6ba2","owner":[],"postedDate":"June 4th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":48685636,"name":"Special Education"}],"tags":[],"updatedAt":"2025-06-04T09:10:14+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-04 09:10:14","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6691474","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6691474","identity":"rs-6691474","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}