The initial pilot study is designed to test the feasibility of a domain-informed instructional inquiry model within a single classroom context. Future phases of the project may expand in several directions.

Multi-classroom replication
Future implementations may involve multiple Foreign English Teacher (FET) classrooms within New Taipei City municipal schools. Replication across classrooms would allow examination of instructional variability and strengthen the reliability of domain-level growth observations.

Extended instructional cycles
Longer instructional cycles may be explored to determine whether increased instructional exposure produces larger or more consistent domain-level learning gains.

Domain sequencing models
Future research may examine whether structured sequencing of instructional domains across multiple cycles produces cumulative improvement in broader language proficiency.

Teacher collaborative feedback loops
An expanded implementation may include structured teacher collaboration through shared reflection and analysis of diagnostic outcomes. Such feedback loops could support the development of collective instructional strategies informed by domain-level data.

Instrument refinement
Item pools may be expanded to allow for increased measurement sensitivity within each domain and to support potential adaptive or rotating test forms in future iterations.