本研究篩選文獻及國內大學英語學分學程資料，分析這些學程的特色及共通性，並以國立政治大學的英語榮譽學程為個案，追溯檔案文件，探究發展歷程、影響因素，另以課程資料及訪談了解師生經驗。研究顯示學分學程因獨立於體制外且須仰賴額外資源，易受學校政策與大環境變動的影響，經營上難以穩定持續，但學分學程提供學生在大學四年間持續精進英文的機會，匯集一小群動機強、程度整齊的學生，則為其優勢。本研究對國內高等教育少有研究的一個現象提出橫斷面分析及單一個案歷史敘述，期能留下足供參考的資訊，改進英語教育的課程與資源配置。

In the past two decades, many English as a foreign language (EFL) credit programs have been established among universities in Taiwan to provide extended EFL training to a small group of students. Such programs have substantive impact on student learning, but have rarely been documented. This study filled that gap by sketching the current landscape of such EFL credit programs from different Taiwanese universities, recording the historical development of one program at National Chengchi University, and investigating the experiences of teachers and students through interviews. Methods used included document collection and participant interviews. It was found that, owing to its adjunct nature, the targeted EFL credit program did not receive stable resources. Although interview data seemed to indicate that teachers and students had positive experiences, course satisfaction survey figures fluctuated throughout the years. In particular, the program seemed to have attracted a small number of highly-motivated and proficient students to study in an environment where individual students obtained more attention from teachers and from each other. Implications from the results indicated that there is a mismatch between current resource allocation pattern and actual supply and demand in tertiary EFL education.