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Influence Of International Community Service On Taiwanese High School Students Beliefs About English Learning A Qualitative Case Study

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Influence Of International Community Service On Taiwanese High School Students Beliefs About English Learning A Qualitative Case Study

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Author :
language : en
Publisher:
Release Date : 2015

Influence Of International Community Service On Taiwanese High School Students Beliefs About English Learning A Qualitative Case Study written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.

A Case Study Of Seven Taiwanese English As A Foreign Language Freshman Non English Majors Perceptions About Learning Five Communication Strategies

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Author : Grace Hui Chin Lin
language : en
Publisher: Universal-Publishers
Release Date : 2007-10

A Case Study Of Seven Taiwanese English As A Foreign Language Freshman Non English Majors Perceptions About Learning Five Communication Strategies written by Grace Hui Chin Lin and has been published by Universal-Publishers this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-10 with Foreign Language Study categories.

The purpose of this study was to identify what were Taiwanese University English as a Foreign Language (EFL) learners' perceptions about learning communication strategies. This study collected qualitative data about students' beliefs and attitudes as they learned communication strategies. The research question guiding the study was: What are Taiwanese University EFL learners' perceptions about learning communication strategies? Twenty-four university students were trained for 10 weeks to use strategies in Faerch and Kasper's (1983a) taxonomy, and seven volunteers were interviewed. None of the students majored in English but were enrolled in a required Basic English course in a Freshman English Non-Majors' (FENM) program in Agriculture College at Tunghai University. In the middle and at the end of the training period, participants were interviewed and videotaped for 90 minutes. The results were displayed clearly with details in Chapter four. In Chapter five, significant themes associated with topic avoidance (1.), message abandonment (2.), meaning replacement (3.), interlanguage (4.), and cooperation (5.) strategies, mentioned by seven participants were revealed through the constant method of analysis. They were comprehension, politeness, intentionality, native language, face-saving (losing-face), interlanguage system, time-saving, and keywords. Chapter six includes a summary of this study, further discussions for the important issues mentioned by previous studies of this field and by participants of this research, and at the end, several important issues recommended as topics for further studies. The issues suggested to readers for future researches were variables in the learners and trainers, students' acceptance level of non-native like language, training pedagogies, the relationship between English proficiency and using strategy, the correlation between gender and strategy, communication strategy in a working situation, and examples through the interlanguage strategy.

Dissertation Abstracts International

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Author :
language : en
Publisher:
Release Date : 2009-05

Dissertation Abstracts International written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-05 with Dissertations, Academic categories.

Qualitative Study Of Taiwanese Students Studying Abroad

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Author : Ching-Yi Wu
language : en
Publisher:
Release Date : 2014

Qualitative Study Of Taiwanese Students Studying Abroad written by Ching-Yi Wu and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with International education categories.

The English language increasingly influences Taiwanese life because Taiwan entered the global village and English language changed into a more important skill in order to communicate with foreigners. Many Taiwanese parents desire their children become proficient English speakers so that they send them to "buxiban" (cram schools) in Taiwan or study abroad in the Unites States. Therefore, this qualitative phenomenological research was to investigate individual experience of Taiwanese students studying abroad in Michigan in the United States. Sakurai et al. (2010) study is divided into three models of studying abroad learners' social network: "co-national, multinational and local" (p. 177). According to the in-depth individual interview and the focused group interview, this study also found most participants spent much time with the same national group and they do not improve their oral skill in English during studying abroad in the United States.

Effects Of Attitudes And Motivation On Willingness To Communicate

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Author : Alexandra Chiang
language : en
Publisher:
Release Date : 2021

Effects Of Attitudes And Motivation On Willingness To Communicate written by Alexandra Chiang and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with categories.

The importance of speaking a second language is now irrefutable with rapid 20th century globalization. Subsequently, willingness to communicate (WTC), a theoretical precursor to attaining communicative competency, has also gained widespread attention. In the early 2000s, Taiwan's Ministry of Education (MOE) adjusted the National curriculum to begin English education in grade school. Soon after the announcement, private schools nationwide started introducing 9 year bilingual educational tracks from lower to middle school. As more and more parents saw the benefits of learning a second language, school aged children quickly became one of the largest language learning demographic in Taiwan. Nonetheless, despite the shift in demand, most local studies still target university students. Noting such knowledge gap, this study focuses on young bilingual learners that study in a EFL environment. Utilizing a combination of quantitative and qualitative data collection and analysis processes, this study aims to (a) examine correlations between attitudes and WTC for both Chinese (L1) and English (L2); and (b) to evaluate how their WTC and communicative habits compare across different situational contexts in scenarios among peers and with adults in the classroom. The quantitative part 1 of the study was conducted during the Spring of 2017 and informs half of the thesis (Chiang, 2019). Part 1was first presented in 2019 at The Asian Conference on Language Learning on May 17, 2019 and published in their 2019 conference proceedings. In the fall of 2017, a 36 question 4 point-Likert survey was given to 58 seventh grade students at a private Elementary and Middle School in Northern Taiwan; results indicate that L1 WTC is more determined by trait influences while L2 WTC is comparably more malleable and influenced by education (attitude has a moderate positive correlation to WTC in L2 but not in L1). Additionally, participants are more WTC in task-based activities in L2, which is consistent with findings on how students are generally more WTC in classes taught in L2 at the private school, regardless of their trait dispositions. This thesis heavily references part 1 of the study and builds upon its findings with a follow up qualitative interview study (part 2). Elaborating on Taiwanese bilingual EFL students' communicative habits, the qualitative interviews explains that L1 WTC is more trait based because students are expected to stay quiet during class and defer communication to social settings where trait dispositions largely determines their L1 WTC. L2 WTC on the other hand, is more encouraged in the classroom and more influenced by affective reasons relating to culture, convenience, and individual fluency. Informed with the above, this paper will provide insights to ways educators can better promote young learners' WTC in the classroom. Furthermore, findings will also reveal differences in WTC across various contexts such as with teachers vs. peers or in different academic vs. social constructs. Finally, teaching techniques will be discussed in response to key findings.

Impact Of Co Teaching On English Learning Motivation

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Author : Yun-Yu Chu
language : en
Publisher:
Release Date : 2021

Impact Of Co Teaching On English Learning Motivation written by Yun-Yu Chu and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with categories.

English is the most widely used language across countries, the importance of possessing good English proficiency has been promoted in most Asian countries for the past decades. To promote learning daily-life English and to enhance students' English abilities in content-based courses, a bilingual program designed for Integrative Activities Curriculum was implemented in a junior high school in the northern part of Taiwan. The present study aimed at finding out whether the learners were more motivated to learn in a bilingual program by co-teaching Integrative Activities courses in both Chinese and English. Integrative Activities courses include Home Economic, Consulting Activities, Physical Education, and Scouting courses. These curriculums were chosen because they are more daily life related subjects. A total of 25 students and four subject teachers participated in the study. These students were selected by taking an English proficiency test as a placement exam of the bilingual program in a junior high school. The subject teachers were appointed by the school, and the study lasted for three semesters. The first semester is the first year of junior high (September 2019) and ends in the first semester of the second year of junior high (January 2021). To examine the progress on students' learning motivation a questionnaire based on Dornyei's (2013) L2 motivational questionnaire was modified to see their ideal L2 self and ought-to L2 relating to the English-co-teaching context. Also, an Attention, Relevance, Confidence, and Satisfaction (ARCS) questionnaire based on Keller (1984) had been applied to examine the teaching and learning of the Integrative Activities curriculum in this bilingual program. Furthermore, interviews were done to collect both the students' and the instructors' perspectives on the bilingual program and their opinions on the continuation of English co-teaching. Results have shown that the students made improvements on their learning motivation in both ideal L2 self and ought-to L2 self. As for the design of co-teaching in Integrative Activities courses in both Chinese and English, there were significant differences under the categories of relevance and satisfaction; however, the improvements on attention and confidence were less obvious. According to the findings, most of the students and teachers agreed on the continuation of English co-teaching. Despite the advantages that came along with English co-teaching, there were still some difficulties and challenges which needed to be overcome in order to improve the effects of the bilingual program.