學習吧平台之應用對中台灣五年級學生英文學習表現及多元文化覺察之效益研究_

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

論文基本資料
摘要
外文摘要
參考文獻

題名：	學習吧平台之應用對中台灣五年級學生英文學習表現及多元文化覺察之效益研究
作者：	張瓊霙
作者(外文)：	CHANG, CHIUNG-YING
校院名稱：	國立高雄師範大學
系所名稱：	英語學系
指導教授：	張玉玲
學位類別：	博士
出版日期：	2019
主題關鍵詞：	電腦媒介傳播英語教學；國小英語教學；多元文化覺察；學習吧；學習管理系統；Computer-Mediated Communication for Language Learning (CMCL)；English Learning；Multi-cultural Awareness；LearnMode；Learning Management System
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:2

本論文旨在探討學習吧平台(https://www.learnmode.net/)之應用對中台灣五年級學生英文學習表現及多元文化覺察之效益研究。本研究以中台灣某小學六十三位五年級學童為研究對象，實施為期十二週教學。參與研究的學生分為控制組及實驗組。首先，以成對樣本t檢定分別比較控制組及實驗組學生於教學實施前、後的英語學習表現，是否有顯著差異。接著，以單因子共變數分析比較控制組及實驗組兩組學生之間於教學實施後的英語學習表現，是否有顯著差異。進而，以獨立樣本t檢定比較控制組及實驗組兩組學生於教學實施後對英語學習的回應是否有顯著差異。另外，以描述性統計針對實驗組學生對於學習吧平台之應用之多元文化覺察及教學設計的回應加以分析。最後，並探討實驗組學生對於學習吧平台之應用之收穫、困難和建議。
本研究結果摘要如下：
一、控制組與實驗組學生的英語後測表現比起前測表現均有顯著差異，且在英語教學後，控制組及實驗組各有進步。另一方面，實驗組和控制組在英語後測表現上，有顯著差異。進而，實驗組的平均分數高於控制組。此結果表示和傳統以教室為主的英語教學相較，學習吧平台之應用對實驗組學生英語表現更能產生教學成效。
二、控制組與實驗組學生在英語學習的問卷回應上有七項顯著差異。根據問卷平均分數顯示，實驗組學生較控制組學生對英語學習抱持正面回應。具體而言，在英語學習方面，實驗組學生對英語聽力、閱讀及寫作抱持較正面的回應，也對自身的英語能力較有信心。
三、多數實驗組學生對多元文化覺察抱持正面的看法。具體而言，多數實驗組學生同意他們學到了大量的多元文化，例如:維京人的歷史和起源、日本相撲選手的精神、印度女性的傳統服飾及澳洲的雪梨歌劇院。實驗組學生亦表示願意了解多元文化及與來自不同文化的人們建立友誼。
四、多數實驗組學生對學習吧平台的教學設計抱持正面的看法。具體而言，多數實驗組學生認為學習吧平台的多媒體教學媒材、測驗及作業設計合宜、具趣味性並有效用。實驗組學生亦表示喜歡學習吧平台應用於英語教學，並肯定學習吧平台之實用性，例如:他們喜歡教師透過學習吧平台學習呈現的教學以及並認為學習吧的書籍區及作業區很實用。總之，多數實驗組學生表示學習吧平台的教學設計有助於他們透過具趣味性且有效的方式學習英語。
五、實驗組學生亦提出他們對學習平台教學後的收穫、困難及建議。就收穫而言，多數實驗組學生表示在學習吧平台之學習中最大的收穫為學習到大量的多元文化、提升對多元文化的興趣及喜好感以及能對學習更專注。在困難方面，多數實驗組學生表示，在繳交口說作業、完成大量作業及測驗的及在有限的時間內使用平板較有困難。最後，多數實驗組學生建議在學習吧平台中，能增加多元文化之各種媒材，他們也期待能繼續使用學習吧平台進行英語學習。
根據上述之研究結果，研究者提供幾項教學建議。首先，建議英語教師可將學習吧平台應用於英語教學來提升學生的英語能力。與傳統以教室為主的英語教學相較，學習吧平台應用於英語教學對學生之英語學習更能產生教學成效。其次，學生可藉由線上多元文化環境來學習英語。透過學習各國的多元文化，如：丹麥、日本、印度和澳洲，學生可進行多元文化探究並發展多元文化覺察力。最後，程式或課程設計者，可發展能提升英語聽說讀寫技能的學習管理平台。透過參與學習管理平台的各項學習活動，學生得以拓展不同的學習模式，進而提升語言學習表現。

以文找文

This study aims at exploring the effects of the application of LearnMode platform (ALMP) (https://www.learnmode.net/) on English Learning and multi-cultural awareness for the fifth graders in central Taiwan. To achieve the purpose, the researcher teacher recruited 63 fifth graders in an elementary school in central Taiwan to participate in the study. The study was conducted for 12 weeks. The subjects were divided into two groups, including the control group (CG) and the experimental group (EG). First, the English performance of the CG and the EG before and after the English instruction was analyzed by paired samples t-test respectively. Then, the difference of the English performance between the CG and the EG after the English instruction was examined by one-factor ANCOVA. After that, the CG’s and the EG’s responses to English learning after the English instruction were investigated by independent samples t-test. In addition, the EG’s responses to multi-cultural awareness and the instructional design in the ALMP were analyzed by descriptive statistics. Finally, the EG’s responses to their gains, difficulties, and suggestions for the ALMP were explored.
Based on the data analyses, the major findings of the study are summarized as follows:
1. There is a significant difference in the CG’s English performance before and after the English instruction, so is that in the EG’s. Both the CG and the EG subjects made progress in their English performance after the English instruction. However, there is a significant difference in the English performance between the CG and the EG after the English instruction. The mean score of the EG’s English performance is higher than that of the CG. This result indicates that ALMP may yield greater effects on English learning in comparison with traditional classroom-based English instruction.
2. There are seven significant differences in the CG’s and the EG’s responses to English learning. The mean scores in the questionnaire revealed that the EG held more positive responses to English learning in the English instruction than the CG did. To be specific, in terms of English learning, the EG held more positive responses to English listening, reading, writing and were more confident with their English ability.
3. The majority of the EG held positive responses to multi-cultural awareness in the ALMP. To be specific, most EG agreed that they had gained a large amount of knowledge about multi-cultures, such as the history and origin of the Vikings, the spirit of Japanese sumo wrestlers, the traditional dress of Indian women, and the Sydney Opera House in Australia. They also expressed their willingness to understand multi-cultures and to make friends with people from other cultures.
4. The majority of the EG responded positively to the instructional design of the ALMP. Specifically, most EG agreed that the multi-modal teaching materials, tests, and assignment were appropriate, interesting, and useful. They also acknowledged their affection and the usefulness of the ALMP, including the teacher’s presentation and the areas, such as the Book and the Assignment areas. Overall, most EG agreed that the instructional design of the ALMP helped them learn English in interesting and effective ways.
5. The EG also proposed their gains, difficulties, and suggestions for the ALMP. In terms of their gains, most EG expressed that they had learned a large amount of multi-cultures, increased their interests and fondness of multi-cultures, and were more able to concentrate in the ALMP. In terms of their difficulties, most EG indicated that they had difficulties in doing the audio assignment, taking the large numbers of tests and assignments, and using the tablets with the limited time. Finally, most students suggested that more multi-cultural materials be included in the LearnMode. They also expected to continue using the LearnMode in English learning.
Based on the study findings, some pedagogical implications are provided. First, EFL teachers may incorporate the LearnMode platform into English instruction to promote students’ English proficiency. Compared with the traditional classroom-based English instruction, the ALMP English instruction can engender much potential for EFL learning. Next, students may learn English in an online multi-cultural environment. Through learning multi-cultures of various countries, such as Denmark, Japan, India, and Australia, they may explore diverse cultures and develop multi-cultural awareness. Finally, programmers or course designers may develop a LMS enabling the enhancement of English listening, speaking, reading, and writing skills. By engaging in the various tasks in a LMS, students may vary their learning styles and enhance their language performance.

以文找文

REFERENCES

Alhinty, M. (2015). Young language learners’ collaborative learning and social interaction as a motivational aspect of the iPad. International Journal of Emerging Technology in Learning, 10(2), 24-29.
Al-Jarf (2005). Using three online course management systems in EFL instruction. Paper presented at the 4th Asia CALL Conference Proceedings. Sorabol College, Geongju, South Korea.
Al Marashdeh, K. A., Sahara, NA., Zin, N.A.M. & Alsmadi, M. (2011). Distance learning management system requirement from student perspective. Journal of Theoretical and Applied Information Technology, 24(1), 17-27. new window

Al-Sofi, B. B. M. (2015). Importance of cultural awareness for successful intercultural communication. Bangladesh Research Foundation Journal, 4(2), 1-14.
Anderson, T., & Dron, J. (2017). Integrating learning management and social networking systems. Italian Journal of Educational Technology, 25(3), 5-19.
Anthony, G. C. (2014). Adapting EFL teaching to the young learner context. Hachinohe Gakuin Institutional Repository, 48, 9-20.
Aoki, S. (2014). Potential of voice recording tools in language instruction. Retrieved from www.tc.columbia.edu/tesolalwebjournal
Arias, I. J. (2007). Selecting reading materials wisely. LETRAS, 41, 131-151.
Bahrani, T. & Tam, S. S. (2013). Authentic language input for language learning in EFL/ESL contexts. The International Journal of Language Learning and Applied Linguistics World, 3(2), 67-72.
Bajrami, L. & Ismaili, M. (2016). The role of video materials in EFL classrooms. Procedia - Social and Behavioral Sciences, 232, 502-506.
Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70. new window

Bialystok, E. (1978). A theoretical model of second language learning. Language Learning, 28(1), 69-83. new window

Booth, J. (2018). Why instructional design matters in e-learning. Retrieved from: https://learningsolutionsmag.com/articles/why-instructional-design-matters-in-elearning
Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1980). Teaching English as a foreign language. London: Routledge.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Casany, M. J., Alier, M., Mayol, E., Piguillem, J., & Galanis, N. (2012). Moodbile: A framework to integrate m-learning applications with the LMS, Journal of Research and Practice in Information Technology, 44(2), 129-149.
Chao, T. (2011). The hidden curriculum of cultural content in internationally published ELT textbooks: A closer look at new American inside out. The Journal of Asia TEFL, 8(2), 189-210.
Chao, T-C. (2016). A preliminary study of Taiwanese NNETs’ self-assessment of intercultural communicative competence in English language teaching. Taiwan Journal of TESOL Vol. 13(1), 71-103. new window

Chen, A. (2013). An evaluation on primary English education in Taiwan: From the perspective of language policy. English Language Teaching, 6(10), 158-165.
Chen, C. (2012). Planning and implementation of elementary school English education in Taiwan. In B. Spolsky & Y. Moon (Eds.), Primary school English language education in Asia: From policy to practice (pp. 129-144). New York, NY: Routledge.
Chen, K. T-C. (2006). An overall evaluation of elementary English education in Taiwan. The Journal of Asia TEFL, 3(1), 77-95. new window

Chen, W. & Ye, T. (2012). Application of multimedia-aided project-teaching mode in cultural education, IERI Procedia, 2, 282-286.
Cheng, Y. C. (2014). Effects of a WebQuest project on English reading, writing, multi-cultural awareness, and multiliteracies for non-English majors in central Taiwan. (Unpublished doctoral dissertation). Kaohsiung Normal University, Kaohsiung, Taiwan.
Cheon, H. (2008). Sociocultural theory and computer-mediated communication-based language learning. Teachers College, Columbia University, Working Papers in TESOL & Applied Linguistics, 8(1), 1-3. new window

Chern, C. L. (2010). An overview of English language education at primary levels in Taiwan. Proceedings from Second Language Studies: Acquisition, Learning Education and Technology Conference, Tokyo.
Chlopek, Z. (2008). The intercultural approach to EFL teaching and learning. English Teaching Forum, 4, 10-19.
Choi, Y. H. & Lee, H. W. (2008). Current trends and issues in English language education in Asia. The Journal of Asia TEFL, 5(2), 1-34.
Choudhury, M. H. (2013). Teaching culture in EFL: Implications, challenges and strategies. IOSR Journal of Humanities and Social Science, 13(1), 20-24. new window

Clouet, R. (2012). Studying the role of intercultural competence in language teaching in upper secondary education in the Canary Islands, Spain. OnOmázein 26(2), 309-334.
Cohen, D. & Sasson, I. (2016). Online quizzes in a virtual learning environment as a tool for formative assessment. Journal of Technology and Science Education, 6(3), 188-208.
Cordier, D., Summers, R., & Cooksey, R., (2006) Speech recognition software for teaching foreign language-student perceptions of production Ability. Paper presented at World Conference on Educational Multimedia, Hypermedia & Communications, Orlando, FL.
Dawood, H. (2014). Developing writing through reading/10th grade. Retrieved from: https://www.academia.edu/7792292/Developing_Writing_through_Reading_10th_
Grade
DeVellis, R. F. (2003). Scale development: Theory and applications. Thousand Oaks, CA: Sage Publications.
Du, A. S. (2013). A study of teaching multiculturalism with English picture books in EFL elementary school. (Unpublished master thesis). National Taiwan University of Science and Technology, Taipei, Taiwan.
Dudeney, G. & Hockly, N. (2007). How to teach English with technology. London: Pearson Education.
Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
Enger, K. & Lajimodiere, D. (2011). A multi-cultural transformative approach to learning: Assessing attitude change in doctoral students following an online diversity course. Multicultural Education & Technology Journal, 5(3), 176-193.
Frank, J. (2013). Raising cultural awareness in the English language classroom. English Teaching Forum, 4, 2-11.
Fraser, M. & Abbott, M. (2016). Using electronic readers: Action research in an intermediate adult ESL class. Canadian Journal of Action Research, 17(2), 3-18.
Fry, E. B. (1968). A readability formula that saves time. Journal of Reading, 11, 513-516.
Gay, G. (2004). The importance of multicultural education, Educational Leadership, 61(4), 30–35.
Genç İlter, B. (2017). Language teacher candidates' self-assessment process for teaching to young learners in EFL classes. International Journal of Languages' Education and Teaching 5(4), 165-173.
Gilakjani, A. P. & Ahmadi, M. R. (2011). Why is pronunciation so difficult to learn? English Language Teaching, 4(3), 74-83.
Godwin-Jones, R. (2018). Second language writing online: An update. Language Learning & Technology, 22(1), 1–15. new window

Gruson, B. & Barnes, F. (2012). Case study investigation of CMC with young language learners. Journal of e-Learning and Knowledge, 8(3), 79-90.
Hadijah, S. (2016). Teaching by using video: Ways to make it more meaningful in EFL classrooms. Proceedings of the Fourth International Seminar on English Language and Teaching (ISELT-4), 307-315.
Hampel, R. (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL 18(1), 105–121. new window

Hampel, R. (2014). Making meaning online: Computer-mediated communication for language learning. In: A. Peti-Stantić & M-M. Stanojević (Eds.) Language as information. Proceedings from the CALS conference 2012 (pp. 89–106) Frankfurt am Main: Peter Lang.
Han Lin (2013). Dino on the go (6). Tainan: Han Lin.
Hata, M. (2003). Literature review: Using computer-mediated communication in second language classrooms. Osaka Keidai Ronshu, 54(3), 115-125.
Havran, L. (2015). The importance of teaching culture to EFL students. ELT Rants, Reviews, and Reflections. Retrieved from: https://eltrantsreviewsreflections.wordpress.com/2015/11/12/the-importance-of-teaching-culture-to-efl-students/
Herndon, K. M. & Kumar, P. (1992). Reconsidering the melting pot: Fostering multicultural awareness through introductory composition and literature Courses. Paper presented at the 43rd Annual Meeting of the Conference on College Composition and Communication, 1-34.
Howard, C. D. & Do, J. (2017). (Im)politeness in the synchronous chat of elementary school learners. Teaching English with Technology, 17(1), 17-45. new window

Huang, H. L. (2012). The application of picture books to promote elementary school students’ empathy and multicultural attitudes. (Unpublished mater thesis). National Pingtung University of Education, Pingtung, Taiwan.
Jabeen, F. & Shah, S. K. (2011). The role of culture in ELT: Learners’ attitude towards the teaching of target language culture. European Journal of Social Sciences, 23(4), 604-613.
Janfaza, A., Shahsavari, K., & Soori, A. (2014). The impact of using email on improving the writing skills among Iranian students. Advances in Language and Literary Studies, 5(5), 75-79.
Joshua, C. E., Nehemiah, M. N. & Ernest, M. (2015). A conceptual culture-oriented e-learning system development framework (e-LSDF): A case of higher education institutions in South Africa. International Journal of Trade, Economics and Finance, 6(5), 259-265.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
Kern, R., Ware, P., & Warschauer (2008). Network-based language teaching. In V. Deusen-Scholl & N. H. Hornberger (Eds), Encyclopedia of language and education, 2nd edition, Volume 4: Second and foreign language education (pp. 281–292), Singapore: Springer.
Kilickaya, F. (2017). The Effects of pre-lecture online quizzes on language students’ perceived preparation and academic performance. PASAA, 53, 59-84.
Kitao, K. (1991). Teaching culture in foreign language instruction in the Unites States. Doshisha Studies in English, 52-53, 285-306.
Kostoulas, A. I. (2011). Developing multicultural awareness through English: Reflections on culture and multiculturalism. Proceedings of the 4th International Conference Arts and Education - A creative way into languages, 11-15.
Kourova, A. & Modianos, D. (2013). Inter-cultural awareness and its role in enriching students’ communicative competence. The International HETL Review, Special Issue, 60-70.
Kramsch, C. (1997). The cultural component of language teaching. British Studies Now,
8, 4-7.
Kramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research 1(1), 57-78. new window

Kramsch, C. & Hua, Z. (2016). Language, culture and language teaching. In G. Hall (Ed.), Routledge handbook of English language teaching (pp. 38-50). London: Routledge.
Krashen, S. (1985). The input hypothesis: Issues and implications. Harlow: Longman.
Krieger, D. (2005). Teaching ESL versus EFL: Principles and practices. English Teaching Forum, 43(2), 8-17.
Lamy, M. L. & Hampel, R. (2007). Online communication in language learning and teaching. NY: Palgrave Macmillan.
Lan, Y. J. (2015). Contextual EFL learning in a 3D virtual environment. Language Learning & Technology, 19(2), 16–31.
Li, M., Han, M., Chen, Z., Mo, Y., Chen, X., & Liu, X. (2017). Improving English pronunciation via automatic speech recognition technology. International Symposium on Education Technology. Hong Kong, 224-228.
Liaw, M. L. (2009). The first decade of elementary school EFL education in Taiwan: Policy, planning, implementation and evaluation. Featured speech presented at 2009 Global English Teachers’ Association (GETA) International conference, Transforming learners, teachers, and the English classroom. November 11, Honam University, Gwangju, South Korea.
Lin, H. (2014). Establishing an empirical link between computer-mediated communication (CMC) and SLA: A meta-analysis of the research. Language Learning & Technology, 18(3), 120-147.
Lin, M. H. (2015). Learner-centered blogging: A preliminary investigation of EFL student writers’ experience. Educational Teaching & Society, 18(4), 446-458.
Lint, K. (2017). The effects of using digital tools to support writing in the ELL classroom. Graduate Research Papers, 185, Retrieved from: https://scholarworks.uni.edu/grp/185
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. K. Bhatia (Eds.). Handbook of second language acquisition (pp. 413–468). Orlando, FL: Academic Press.
Lonn, S., & Teasley, S. (2009). Saving time or innovating practice: Investigating perceptions and uses of learning management systems. Computers and Education, 53(3), 686-694.
Lubis, M. A., Wekke, I. S., Yunus, M. M. & Nordin, N. M. (2009). Multicultural approach and information communication technology in Arabic language teaching: Research on Indonesian Pesantren. Proceedings of the 5th WSEAS/IASME International Conference on Educational Technologies, 127-135.
Lu, C-H. (2018). A case study on integrating online learning into elementary school English remedial instruction. (Unpublished master thesis). National Pingtung University, Pingtung, Taiwan.
Lyashenko, M. S. & Malinina, I. A. (2015). The use of learning management system projects for teaching a foreign language in the university. Social and Behavioral Sciences, 182, 81-88.
Mahdi, H. S. (2014). The impact of computer-mediated communication environments on foreign language learning: A review of the Literature. Teaching English with Technology, 14(2). 67-86.
Mayo, M. P. G. (2018). Child task-based interaction in EFL settings: Research and challenges. International Journal of English Studies, 18(2), 119–143.
McCloskey, M. L. (2014). Teaching young learners of English: Integrating principles and practices. Retrieved from http://www.mlmcc.com/docs/2014-06%20Young%20Learners%20HO.pdf
Megawati, F. (2015). Challenges in teaching EFL for pre-service young learners teachers. Proceedings, The 62nd TEFLIN International Conference 2015, 874-881.
Mehegan, P. A. (2000). Cross-cultural awareness and second language learning in the Australian defense force. Paper presented at the European Conference on Educational Research, Edinburgh, 20-23.
Merrill, M. D. (2007). The proper study of instruction design. In R. A. Reiser & J. V. Dempsey (Eds.) Trends and issues in instructional design and technology (pp.336-341). MA: Pearson Prentice Hall.
Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J., & the ID2 Research Group. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7.
Mohammadi, N., Ghorbani, V. & Hamidi, F. (2011). Effects of e-learning on language learning. Procedia Computer Science, 3, 464-468.
Moreno, L. A. P. (2012). The effect of interactivity in e-learning systems. (Unpublished doctoral dissertation). Brunel University, London.
Murry, D. E. (2000). Protean communication: The language of computer-mediated communication. TESOL Quarterly 34(3), 397-421.
Nguyen, V. L. (2008). Computer mediated communication and foreign language education: Pedagogical features. International Journal of Instructional Technology & Distance Learning, 5(12), 23–44.
Nguyen, L. V. (2011). Computer-mediated collaborative learning in a Vietnamese tertiary EFL context: Process, product, and learners’ perceptions. (Unpublished doctoral thesis), Massey University, Palmerston North, New Zealand.
Nguyen, T. T. T. (2017). Integrating culture into language teaching and learning: Learner outcomes. The Reading Matrix: An International Online Journal 17(1), 145-155. new window

Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly 25(2), 279 – 295.
Okada, T., Sakamoto, Y., & Sugiura, K. (2014). The LMS development for a blended EFL e-learning. In S. Jager, L. Bradley, E. J. Meima, & S. Thouësny (Eds), CALL design: principles and practice; Proceedings of the 2014 EUROCALL conference, Groningen, The Netherlands (pp. 273-277). Dublin: Researchpublishing.net. doi:10.14705/rpnet.2014.000230
Oliveira, P. C., Cunha, C. J. C. & Nakayama, M. K. (2016). Learning management: An integrative review and research agenda. Journal of Information Systems and Technology Management, 13(2), 157-180.
Pateşan, M., Balagiu, A., & Alibec, C. (2018). Visual aids in language education. International Conference Knowledge-based Organization, 24(2), 356-361.
Pedersen, P. (1994). A handbook for developing multicultural awareness. Alexandria, VA: American Counseling Association.
Picardo, J. (2012). Why students need a global awareness and understanding of other cultures. Retrieved from: https://www.theguardian.com/teacher-network/2012/sep/25/students-global-awareness-other-cultures
Pinter, A. (2015). Reflections on teaching young learners. Modern English Teacher,
24(1), 4-6. new window

Pishghadam, R. & Moghaddam, M. M. (2011). Group work in EFL children’s classes: A qualitative study. Theory and Practice in Language Studies, 1(6), 622-629. new window

Read, C. (2007). 500 activities for the primary classroom. Oxford, UK: Macmillan.
Rezaee, M. & Farahian, M. (2011). Teaching culture explicitly through literature to EFL learners. Theory and Practice in Language Studies, 1(12), 1756-1761. new window

Roda, C. & Nabeth, T. (2005). The role of attention in the design of learning management systems. IADIS International Conference CELDA (Cognition and Exploratory Learning in Digital Age). Lisbon, Portugal, 148 – 155.
Schott & Seel (2015). Instructional design. In Wright, J. D. (Ed.). International encyclopedia of social and behavioral sciences (pp. 196-200). Oxford: Elsevier.
Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqba, N. (2015). Impact of visual aids in enhancing the learning process case research: District Dera Ghazi Khan. Journal of Education and Practice, 6(19), 226-234.
Shahi, J. (2016). The impact of e-learning on improving Iranian EFL learners’ language skills: Decreasing learning anxiety. Journal of Fundamental and Applied Sciences 8(3), 261-275.
Sharma, A. & Vatta, S. (2013). Role of learning management systems in education. International Journal of Advanced Research in Computer Science and Software Engineering, 3(6), 997-1002.
Simpson, J. (2002). Computer-mediated communication. ELT Journal 56(4), 414-415.
Smart, K. L. & Cappel J. J. (2006). Students’ perceptions of online learning: A comparative study. Journal of Information Technology Education Research, 5, 201-219.
Soekarman, F. I. & Bariyyah, K. (2016). Student’s multicultural awareness. Couns-Edu: International Journal of Counseling and Education, 1(1), 15-21. new window

Steele, J. (2002). Acknowledging diversity in the classroom. In L. Darling-Hammond, J. French, & S. P. Garcia-Lopez (Eds.). Learning to teach for social justice (pp.18-21). New York: Teachers College Press.
Stening, B. W. (1979). Problems in cross-cultural contact: A literature review. International Journal of Intercultural Relations, 3, 269-313.
Stone, D. E. & Zheng, G. (2014). Learning management systems in a changing environment. In V. C. Wang, (Ed.), Handbook of research on education and technology in a changing society (pp.756-767). Hershey, PA: Information Science Reference.
Stork, M. G., Zhang, J., & Wang (2018). Building multicultural awareness in university students using synchronous technology. TechTrends, 62, 11–14.
Su, Y-C. (2006). EFL teachers’ perceptions of English language policy at the elementary level in Taiwan. Educational Studies, 32(3), 265-283.
Suppasetseree, S. & Dennis, N. K. (2010). The use of Moodle for teaching and learning English at tertiary level in Thailand. The International Journal of the Humanities: Annual Review. 8(6), 29-46.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In Lantolf, J.P. (Ed.) Sociocultural Theory and Second Language Learning (pp. 97-114). Oxford: Oxford University Press.
Thomas, M. & Reinders, H. (Eds.) (2010). Task-based language teaching and technology. London: Continuum.
Tomalin, B. & Stempleski, S. (1993). Cultural awareness. Oxford: Oxford University Press.
Tsai, C-L. & Ku, D. T. (2014). The integrated framework of college class activities-Using LearnMode with the introduction of educational technology as an example. International Conferences on Educational Technologies and Sustainability, Technology and Education 2014, 211-215.
Ur, P. (1999). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
Wagner, E. (2011). Essay: In search of the secret handshakes of ID. The Journal of Applied Instructional Design, 1(1), 33-37. new window

Wahab, R. A. & Al-Alaiwat, S. (2015). Student's attitudes towards online assignment submission at College of Health Sciences, University of Bahrain. 2015 Fifth International Conference on e-Learning, 403-407.
Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81(4), 470-481.
Warschauer, M. & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.
Wong, G. K-W. & Yang, M. (2017). Using ICT to facilitate instant and asynchronous feedback for students’ learning engagement and improvements. In S. C. Kong, T. L. Wong, M. Yang, C. F. Chow, & K. H. Tse (Eds.), Emerging practices in scholarship of learning and teaching in a digital era (pp. 289-309). Singapore: Springer.
Wu, C-L. (2010). A case study on family factors for English learning for the fourth-grade new immigrant children. (Unpublished master thesis). National Kaohsiung Normal University, Kaohsiung, Taiwan.
Wu, W. V., Chen, N. S., & Marek, M. W. (2013). Assessing cultural awareness and linguistic competency of EFL learners in a CMC-based active learning context. Retrieved from https://www.researchgate.net/publication/266557711_Assessing_Cultural_Awareness_and_Linguistic_Competency_of_EFL_Learners_in_a_CMC-based_Active_Learning_Context
Zaharias, P. & Pappas, C. (2016). Quality management of learning management systems: A user experience perspective. Current Issues in Emerging eLearning, 3(1), 60-83. new window

Zhao, B. (2009). Corrective feedback and learner uptake in primary school EFL classrooms in China. The Journal of Asia TEFL 6(3), 45-72.
Ziegler, N. (2018). Pre-task planning in L2 text-chat: Examining learners’ process and performance. Language Learning & Technology, 22(3), 193–213.
凃金堂 (Tu, J. T.) (2017)。實驗研究法與共變數分析。台北：五南。
教育部 (Ministry of Education) (2008)。國民中小學九年一貫課程綱要-語文學習領域。台北：教育部。 new window

陳佳萍(Chen, C. P.) (2009）。多元文化教育融入閱讀教學之行動研究(未出版之碩士論文)。國立嘉義大學，嘉義市。
程美芳(Cheng, M. F.) (2017)。「六頂思考帽創意思考策略」融入英語多元文化教學對國中生創造性潛能、創造性傾向及情緒複雜度的提升效果之研究(未出版之碩士論文)。國立臺灣師範大學，台北市。
楊舒涵 (Yang, S. H.) (2010)。全球文化融入國中英語課程實施之行動研究(未出版之碩士論文)。國立屏東教育大學，屏東市。

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

1.	Enhancing Students' Awareness of Global Englishes and Intercultural Communicative Competence through a Volunteering Project: A Case of Business English Majors Attending the Cross-strait Floral Exposition in China
2.	Intercultural English Teaching Effectiveness Assessment: A Quasi-Experimental Design
3.	Becoming Intercultural Competence Teachers: A Qualitative Repertory Grid Interview Study of English Teachers' Beliefs on Culture Teaching

無相關書籍

無相關著作

1.	諮商心理師多元文化諮商的實踐探究：以新住民女性諮商為例
2.	多語醫療通譯：失衡的醫病溝通
3.	A New Perspective on the Goals of TEFL in Taiwan: Communicative Language Teaching
4.	「眾聲喧嘩」還是「眾生宣華」？--《最後的女王》與華語語系研究
5.	IBDP中文A「語言與文學」與臺灣高中國文課程之參照研究--以質性分析為主
6.	臺灣新住民母語文化傳承之研究
7.	波西米亞臺灣：地理漂移、情境建構與景觀碎片--廖偉棠的臺灣行旅與地誌書寫
8.	Intercultural Adaptation of Oedipus the King: Taiwanese Opera Performance by Golden Bough Theater as an Example
9.	六堆創意導覽：遊程設計與文化創意之「人文地產景」概念分析
10.	線上機器翻譯：東南亞新住民語言服務芻議
11.	用羅馬字釘根母語，行向國際：以臺灣羅馬字協會做例
12.	臺灣越南語教學師資培訓現況與問題
13.	從澳洲成功個案反思臺灣運動教練人才培育策略
14.	以社群大數據為基礎之臺灣民眾國外旅遊概況與觀光行為模式
15.	臺灣「東南亞新二代」的形象建構

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫