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題名：當ESP遇上TCSL--混成式「華語教學英語」課程影響大學生學科自我概念、英語學業情緒與學習成效之研究
書刊名：華文世界
作者：胡依嘉 引用關係
出版日期：2022
卷期：130
頁次：頁154-175
主題關鍵詞：華語教學；混成式課程設計；華語教學英語
原始連結：連回原系統網址new window
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  • 共同引用共同引用:68
  • 點閱點閱:3
期刊論文
1.Marsh, Herbert W.、Martin, Andrew J.(2011)。Academic self-concept and academic achievement: Relations and causal ordering。British Journal of Educational Psychology，81(1)，59-77。  new window
2.林宴瑛、程炳林(20120900)。環境目標結構與控制--價值信念對學業情緒之效果。教育心理學報，44(1)，49-72。new window  延伸查詢new window
3.Pekrun, Reinhard(2005)。Progress and open problems in educational emotion research。Learning and Instruction，15(5)，497-506。  new window
4.Sun, Yu-Chih(2009)。Voice blog: An exploratory study of language learning。Language Learning & Technology，13(2)，88-103。  new window
5.Chen, Yunglung、Wang, Yuping、Kinshuk、Chen, Nian-Shing(2014)。Is FLIP enough? Or should we use the FLIPPED model instead?。Computers & Education，79，16-27。  new window
6.Mayer, Richard E.(1997)。Multimedia Learning: Are we asking the right questions?。Educational Psychologist，32(1)，1-19。  new window
7.劉若蘭、楊昌裕(20130400)。影響大學生能力發展相關因素研究。公民訓育學報，22，1-21。new window  延伸查詢new window
8.Wu, Jen-Her、Tennyson, Robert D.、Hsia, Tzyh-Lih(2010)。A study of student satisfaction in a blended e-learning system environment。Computers & Education，55(1)，155-164。  new window
9.王志忠、黃天佑(20090700)。行動英語學習系統建置與教學研究。建國科大學報，28(4)，43-63。  延伸查詢new window
10.Khan, M. Laeeq(2017)。Social media engagement: What motivates user participation and consumption on YouTube?。Computers in Human Behavior，66，236-247。  new window
11.劉玉玲、沈淑芬(20150600)。數學自我概念、數學學習策略、數學學業情緒與數學學業成就之研究--自我提升模式觀點。教育心理學報，46(4)，491-516。new window  延伸查詢new window
12.Wang, Hung-chun、Chen, Cheryl Wei-yu(20200807)。Learning English from YouTubers: English L2 learners' self-regulated language learning on YouTube。Innovation in Language Learning and Teaching，14(4)，333-346。  new window
13.郭昭佑、魏家文(20160400)。創新班級經營：網路社群媒體之應用。臺灣教育評論月刊，5(4)，26-32。  延伸查詢new window
14.洪嘉駿、施昆易、王淑卿、董曜瑜、王國華(20180600)。一個混成式案例教學模式應用於非正式科學師資培育之成效：由學習參與和學習感受觀點。科學教育學刊，26(2)，171-196。new window  延伸查詢new window
15.Liardét, Cassi L.(2018)。'As we all know': Examining Chinese EFL learners' use of interpersonal grammatical metaphor in academic writing。English for Specific Purposes，50，64-80。  new window
16.Nikou, Stavros A.、Economides, Anastasios A.(2018)。Mobile-Based micro-Learning and Assessment: Impact on learning performance and motivation of high school students。Journal of Computer Assisted Learning，34(3)，269-278。  new window
17.Godwin-Jones, Robert(2016)。Augmented reality and language learning: From annotated vocabulary to place-based mobile games。Language Learning & Technology，20(3)，9-19。  new window
18.胡依嘉(20191000)。學科自我概念與學生社會責任感對服務學習課程滿意度影響之研究--以服務學習管理平臺為中介變項。雙溪教育論壇，8，79-107。new window  延伸查詢new window
19.翁一珍(20200900)。運用ABC's教學模式跨國遠距方案提升臺灣學生跨文化溝通能力。教學實踐與創新，3(2)，137-176。new window  延伸查詢new window
20.Acosta-Gonzaga, Elizabeth、Ramirez-Arellano, Aldo(2021)。The influence of motivation, emotions, cognition, and metacognition on students' learning performance: A comparative study in higher education in blended and traditional contexts。SAGE Open，11(2)，1-12。  new window
21.Banditvilai, Choosri(2016)。Enhancing students' language skills through blended learning。Electronic Journal of e-Learning，14(3)，223-232。  new window
22.Cai, Qiao-Yu(2021)。Research on the effect of using online interactive learning resources on the learning outcomes of Chinese L2 adult learners in an intermediate class。Chinese Language Teaching Methodology and Technology，4(2)，58-78。  new window
23.Chan, Clarice(2018)。Proposing and illustrating a research-informed approach to curriculum development for specific topics in business English。English for Specific Purposes，52，27-46。  new window
24.Ganotice, Fraide A. Jr.、Datu, Jesus Alfonso D.、King, Ronnel B.(2016)。Which emotional profiles exhibit the best learning outcomes? A person-centered analysis of students' academic emotions。School Psychology International，37(5)，498-518。  new window
25.Gablasova, Dana(2015)。Learning technical words through L1 and L2: Completeness and accuracy of word meanings。English for Specific Purposes，39，62-74。  new window
26.Hu, Yee-Chia(2018)。Developing a FLIPPED-ACTION model in a language-teaching internship program。International Journal of Learning and Teaching，4(1)，25-31。  new window
27.Huang, Min、Kuang, Fangtao、Ling, Ying(2022)。EFL learners' engagement in different activities of blended learning environment。Asian-Pacific Journal of Second and Foreign Language Education，7(1)，1-15。  new window
28.Kumi-Yeboah, Alex、Dogbey, James、Yuan, Guangji(2018)。Exploring factors that promote online learning experiences and academic self-concept of minority high school students。Journal of Research on Technology in Education，50(1)，1-17。  new window
29.Li, Chengchen(2020)。A positive psychology perspective on Chinese EFL students' trait emotional intelligence, foreign language enjoyment and EFL learning achievement。Journal of Multilingual and Multicultural Development，41(3)，246-263。  new window
30.Maimstorm, Hans、Pecorari, Diane、Shaw, Philip(2018)。Words for what? Contrasting university students' receptive and productive academic vocabulary needs。English for Specific Purposes，50，28-39。  new window
31.McLaughlin, Emma、Parkinson, Jean(2018)。'We learn as we go': How acquisition of a technical vocabulary is supported during vocational training。English for Specific Purposes，50，14-27。  new window
32.Millier, Brandon(2017)。YouTube as educator: A content analysis of issues, themes, and the educational value of transgender-created online videos。Social Media + Society，3(2)，1-12。  new window
33.Ramirez-Arellano, Aldo、Bory-Reyes, Juan、Hernández-Simón, Luis Manuel(2019)。Emotions, motivation, cognitive-metacognitive strategies, and behavior as predictors of learning performance in blended learning。Journal of Educational Computing Research，57(2)，491-512。  new window
34.Vargas-Urpí, Mireia、Xu, Yanjun(2021)。Online Chinese learning: A case study of the use of YouTube instructional videos。Chinese Language Teaching Methodology and Technology，4(2)，6-25。  new window
35.王娜(2016)。專門用途英語教學模式對中醫英語教學的啟示。環球中醫藥，2016(5)，613-615。  延伸查詢new window
36.林凱胤(20150900)。從學習風格和科技接受模式看混成式評量策略融入教學。中等教育，66(3)，138-156。new window  延伸查詢new window
37.柳玉芬(20160400)。專業英語實踐：「華語教學英語」的課程設計及教學成效--以中原大學為例。中原華語文學報，17，59-79。new window  延伸查詢new window
38.孫立春、畢會英(2014)。如何提升大學生的英語口語自我概念。教育探索，2014(3)，51-52。  延伸查詢new window
39.陳詩雨(2016)。專門用途漢語課堂教學技巧初探。重慶三峽學院學報，2016(6)，122-125。  延伸查詢new window
40.單韻鳴(2008)。專門用途漢語教材的編寫問題--以科技漢語閱讀教程系列教材為例。暨南大學文學院學報，2008(2)，31-37。  延伸查詢new window
41.舒兆民、黃琡華(20141200)。「臺灣人文旅遊華語」教材編製與混成式教學實施。華語學刊，2014(2)=17，69-89。new window  延伸查詢new window
42.賀燕(2017)。專門用途漢語課堂成效調查探析--以新疆醫科大學少數民族醫學漢語課堂為例。考試週刊，62，18-19。  延伸查詢new window
43.董怡平(2015)。ESP與大學英語教學。邢台學院學報，30(2)，146-148。  延伸查詢new window
44.劉露(2012)。ESP--大學英語教師未來職業發展方向。湖北社會科學，2012(10)，181-182。  延伸查詢new window
45.錢奕華(20170600)。華語教學的視域與運用：《跨文化交際》書評[祖曉梅著，(北京：外語教學與研究，2015年)]。華語文教學研究，14(2)，113-118。new window  延伸查詢new window
會議論文
1.Hu, Yee-Chia(2013)。The Application of E+M+C Course Design--Taking the International College Students in Taiwan as an Example。The 8th International ICICE Conference，(會議日期: July 2013)。  new window
2.Riel, Jeremy、Lawless, Kimberly A.、Brown, Scott W.(2017)。Is anyone watching the course video? Inferring elapsed watch time and video engagement patterns when using embedded videos from Youtube, Vimeo, or other third-party video streaming services for Moodle and other online learning management systems。EdMedia 2017。  new window
3.王丹萍(2016)。國際漢語教學的媒介語政策及英語在漢語教學中的角色與作用。國立聯合大學第二屆對外華語人才培育國際學術研討會，(會議日期: 2016年3月)。苗栗。  延伸查詢new window
4.胡依嘉、曾豐銘、李若琦、謝妮潔、李一寰、孫誼瑄(2019)。學習者自製華語教學影片對自身專業知識學習成效與課程教學滿意度之先導型研究--以某大學華教系專業科目「華語教學英語」為例。第九屆『開創華語文教育與僑民教育之新視野』國際學術研討會，(會議日期: 2019年5月)。桃園。  延伸查詢new window
學位論文
1.洪世煌(2015)。探討國小教師應用YouTube網站輔助教學接受度之研究(碩士論文)。義守大學。  延伸查詢new window
圖書
1.潘淑滿(2002)。質性研究：理論與應用。心理圖書出版社。  延伸查詢new window
2.Burgess, Jean、Green, Joshua(2009)。YouTube: Online video and participatory culture。Polity Press。  new window
3.Warschauer, Mark(2006)。Laptops and literacy: Learning in the wireless classroom。New York：Teachers College Press。  new window
4.Creswell, John W.(2003)。Research design: Qualitative and quantitative approaches。Thousand Oaks, California：Sage Publications。  new window
5.Snickars, Pelle、Vonderau, Patrick(2009)。The YouTube Reader。National Library of Sweden Stockholm。  new window
6.祖曉梅(2015)。跨文化交際。北京：外語教學與研究出版社。  延伸查詢new window
7.顏春煌(20120000)。數位學習：觀念、方法、實務、設計與實作。臺北：碁峰資訊。new window  延伸查詢new window
8.Hutchinson, Tom、Waters, Alan(1987)。English for Specific Purposes: A learning-centred approach。Cambridge University Press。  new window
9.Basturkmen, Helen(2010)。Developing Courses in English for Specific Purposes。Springer。  new window
10.Csizer, Kata、Magid, Michael(2014)。The Impact of Self-Concept on Language Learning。Multilingual Matters。  new window
11.Jarboe, Greg(2011)。YouTube and Video Marketing: An Hour a Day。John Wiley & Sons。  new window
12.Wang, Danping(2013)。English in the Chinese foreign language classroom。  new window
13.柳玉芬、Allen, Lucas(2021)。華語教學專用英語。新學林。  延伸查詢new window
其他
1.顏理謙(2017)。知識型影音正夯，近5成民眾觀看YouTube是為「學習」，https://www.bnext.com.tw/article/46905/knowledge-youtubers-are-hot-in-taiwan。  延伸查詢new window
圖書論文
1.Strevens, Peter(1988)。ESP after twenty years: A re-appraisal。ESP: State of the art。SEAMEO Regional Centre。  new window
2.Dinh, Hanh(2018)。Teachers' uses and beliefs in the integration of YouTube videos into English language teaching: A comparison between ESL and EFL contexts。Applications of CALL Theory in ESL and EFL Environments。IGI Global。  new window
3.Granados-Bezi, Esperanza(2015)。Strategies to transform the foreign language classroom and increase learning outcomes with the flipped model。Implementation and Critical Assessment of the Flipped Classroom Experience。Information Science Reference。  new window
4.Wang, Danping(2016)。Medium-of-instruction policy and practices in CSL classrooms。Chinese Language Education in the United States。Springer。  new window
5.Zhou, Ji、Cole, Darnell(2016)。Learning and academic self-concept: Comparing international and American students。Campus Support Services, Programs, and Policies for International Students。IGI Global。  new window
6.彭妮絲(2021)。[華語教學專用英語]推薦序。華語教學專用英語。新學林。  延伸查詢new window
 
 
 
 
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