本研究整理文藻外語學院民國八十六年至九十二年各屆學生之英文能力檢測結果，並比較各學制（四技、二技、五專）及年級間之成績差異與平均進步分數。分析結果顯示：五專部專三升專四學生的每項能力平均進步成績不如專一至專三；二技日問部三、四年級學生之成績表現無差異；夜二技三年級之總平均不如日二技三年級學生；日四技一年級全體學生之平均成績介於五專部二、三年級之間；夜四技一年級學生各項能力成績則介於五專部一、二年級之間。依目前所得之成績而言，各學制最高年級之平均分數均未達本校首次所設定之畢業門檻。有鑑於此，文藻於九十二年重新訂定畢業門檻試行標準，期望新標準更實際可行。本研究建議繼續追蹤學生之英文能力檢測結果，以訂定出更客觀之畢業生能力指標，並呼籲各級校院實施英語能力檢測以了解該校學生之英文程度，建立全臺灣技職校院學生英文能力常模，使各進路學校能掌握學生之能力，進而落實因材施教之教育理念。

Since 1997, as part of a longitudinal study, Wenzao Ursuline College of Languages has been systematically gathering statistical data relating to the language proficiency - of students majoring in international languages in its five-year junior college two-year and four-year college programs. The ultimate objective of this study is to establish appropriate transparent and achieveable Graduation English Language proficiency benchmarks for Wenzao. This paper reports some key findings emerging out of that data, discusses English language curriculum associated with students proficiency performance, and problems related to the establishment of Graduation ELP benchmarks, and suggests some strategies that may prove useful at a national level.