Since the implementation of the Taiwan Bilingual 2030 Policy in 2019, the growing importance of English proficiency, particularly in speaking, has led to a need for researchers to investigate the challenges students face. This study contributes to a better understanding of how to improve university students’ English-speaking motivation, which is crucial for language learning under the Taiwan Bilingual 2030 Policy, especially for students with limited exposure to English-speaking environments.

The aim of this study is to explore the effect of shadowing training (with scripts) outside the classroom on students, enrolling in a beginner-level workplace English course at a university in northern Taiwan. This study focuses on two beginner-level workplace English classes, comprising a total of 70 students. One class receives shadowing training, while the other does not, during the same course period. Both groups finish a pre-test questionnaire before the course begins and a post-test questionnaire after 14 weeks of shadowing training.

A mixed-methods approach will be used, including pre- and post-test Likert scale questionnaires based on the Situated Expectancy-Value Theory (SEVT), paired sample tests, and interviews for data collection. The research seeks to determine whether shadowing training can enhance students' speaking motivation, particularly by increasing their intrinsic value, improving their sense of attainment value, and highlighting the utility value of English speaking for their future and daily life.

The findings will provide insights into effective strategies for enhancing students' intrinsic value, improving their sense of attainment value, and increasing the utility value of speaking English in their future careers, among beginner-level English learners in workplace English courses. In this way, the study's findings highlight the significance of incorporating innovative curriculum designs, including shadowing training, into workplace English courses at universities in Taiwan, thus boosting students' motivation, improving their intrinsic value, attainment value in speaking, and emphasizing the utility value of English speaking.

Keywords: Curriculum designs, English speaking learning strategies, English- speaking motivation for beginners, shadowing, situated expectancy-value theory (SEVT), teaching English as a foreign language (TEFL), university English language education, workplace English course.