Cross-Cultural Encounter in EFL College Classrooms- Taiwanese Students and Their Native English Teachers  Presenter : Chia...
Outline III. Methodology  II. Literature Review I. Introduction IV. Suggestions
Introduction <ul><li>Motivation and Background </li></ul><ul><li>Statement and Problems </li></ul><ul><li>Purposes of the ...
<ul><li>Because learning a second language implies some degree of learning a second cultural, it is important to understan...
Motivation and Background <ul><li>Certain factors – namely, ESL/EFL  students’ identity ,  students’ motivation ,  and   t...
<ul><li>Students will gain more knowledge, retain more information, and perform far better when  teaching styles match lea...
Statement of the Problems <ul><li>Few studies explore  Taiwanese students’ adjustments  in the foreign teachers’ classes. ...
Purpose of The Study -to investigate if there are distances between EFL Taiwanese college  students ’  learning expectatio...
Research Questions What are the differences between Taiwanese  college  students’   learning expectations  and their  nati...
Research Questions What are the differences between Taiwanese students  and their native English teachers’  preferences of...
Research Questions .  What are the Taiwanese students’  worry   and adjustments   in the native English teacher’ classes? 3.
Literature  Review <ul><li>Culture </li></ul><ul><li>Academic Culture in Distance </li></ul><ul><li>Teaching Style </li></...
Culture <ul><li>Brown (2007) explained that  culture is the way of life . It is the context within which we exist, think, ...
Culture <ul><li>Flowerdew and Miller (1995) —when discussing the specific academic demands on nonnative speakers of Englis...
Academic Cultural in Distances <ul><li>The academic cultures in distance occur more often in the  academic setting  where ...
<ul><li>Learners need to become  aware of their own cultural schemata  in order to effect an acknowledgement of those of a...
Teaching Style <ul><li>Main Teaching Style </li></ul><ul><li>Formal Authority </li></ul><ul><li>Demonstrator or Personal M...
Learning Style and Strategy <ul><li>“ Style , whether related to personality or to cognition, characterizes the consistent...
Learning Style and Strategy <ul><li>“ Strategies   are specific methods of approaching a problem or task, modes of operati...
Methodology <ul><li>Research Procedure </li></ul><ul><li>Participants </li></ul><ul><li>Questionnaire </li></ul><ul><li>Da...
Research Procedures  Pilot study Formal study 600 questionnaire copies from six target schools  Data analysis <ul><li>Amer...
Taichung City Taichung County Participants <ul><li>Ling Tung University of Technology ( 嶺東科技大學 ) </li></ul><ul><li>Oversea...
Questionnaire Questionnaire Course objectives/ expectations Students’  expectations Section 1 Teachers’ objectives Section...
Questionnaire Bloom’s taxonomy of learning domain(1956)—cognitive, affective and psychomotor. <ul><li>Traditional teaching...
Questionnaire Section Cronbach’s Alpha Sources Section 1 .849 (Hung, Sharpio & Wang, 2007) (Lin, 2007) Section 2 .909 Sect...
V V V V Teachers’ objectives Students’ expectations Questionnaire Course objective /expectation I expect  that teacher can...
V V V V Teacher’s  preferences Students’ preferences Questionnaire Teaching Method My favorite teaching way is that  My na...
Four open-ended Questions Five-Liker Scaled questionnaire Questionnaire Students’ worry Students’ adjustments 3. What are ...
Students’ worry Students’  adjustments 1.  In your personal opinion, what’s the difference between  Taiwanese teachers and...
Data Analysis 95% Q1, Q2, Q3 Q1, Q2 Q3 Item Reliability Reliability Analysis (Cronbach α)  Confidence Interval One-sample-...
Paired-Samples T Test Teachers’ objectives Teachers’ preferences Students’ expectations  Students’ preferences ? ? College...
Data Analysis Paired-Samples statistics Paired-Samples T Test Course Expectation/Objective English Teaching Preferences
Data Analysis Group Statistics Independent- Samples T Test Data Analysis
Data Analysis One-way ANOVA Multiple Comparisons Data Analysis
Data Analysis One-Sample Statistic One-Sample T Test Data Analysis
Suggestions <ul><li>Topic </li></ul><ul><li>Literature </li></ul><ul><li>Sampling </li></ul>
Topic  Cross-Cultural Encounter in the EFL College Classroom-  Taiwanese Students  and Their  Native English Teachers Cros...
Literature Literature Review Questionnaires
Speaking Sampling
<ul><li>Thank You for  </li></ul><ul><li>Listening </li></ul>
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1230 Presentation Ppt Betty

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  • Why outline, not contents? 每頁的朝陽要放上去喔 ~ 你忘了啦 還有頁碼不是自己貼的 從插入 - 頁碼 下去做的 我先幫你做好了喔
  • 關於目錄 ~ 泰瑞莎上次有說過 ~ 校長說的 ~ 所有的目錄都要一致 ~ 這樣才不會混淆 要把所有的目錄都弄成一樣的喔 ~
  • Dear Betty, 我有幫擬調了一下 introduction 不要粗體啦因為不是重點看起來好有壓力 然後內容的位置也調了一下 ~ 感覺這樣左右比較平衡 ~ 你看看喔 請你其他的也要改一下左右平衡喔 ~ 這樣會比較好 還有行與行間不要太近 很緊迫 我第三和第四夜都有幫妳改了 其他的你要自己改喔
  • 建議你這兩夜不要這樣做啦 ~ 好亂勒 ~ 分開放好嗎 目的跟問題要清晰清楚比較好喔 附上我的給你看 ( 我的沒有很好啦 ~ 給你參考而已 )
  • 關於目錄 ~ 泰瑞莎上次有說過 ~ 校長說的 ~ 所有的目錄都要一致 ~ 這樣才不會混淆 要把所有的目錄都弄成一樣的喔 ~
  • 左右都要改喔
  • 關於目錄 ~ 泰瑞莎上次有說過 ~ 校長說的 ~ 所有的目錄都要一致 ~ 這樣才不會混淆 要把所有的目錄都弄成一樣的喔 ~
  • 這一業我有幫妳改了喔 ~ 你要在做好動畫喔
  • 老實說你 21&amp;22 我看不懂所以沒法幫妳改
  • 妳 sources 的地方是不是要分兩格阿 ? 顏色好灰暗 ~~
  • 25&amp;26 很亂喔
  • 25&amp;26 很亂喔
  • 框框都用藍色的媽 ? 壓力好大
  • 好擠
  • SPSS 13 version will be used to process the quantitative data extracted from the close-ended questions. This study chose the reliability analysis, independent t- test, descriptive statistics and Pearson correlation coefficient as statistical methods for data processing and analysis. With a view to adding the item reliability, I use the Cronbach A to examine the items. The independent t-test is to answer the research question 1 and 2 The descriptive analysis is to answer the research question 3 And the Pearson correlation is to answer the research question 4 and 5.
  • 31.32&amp;33 需要在設計一下喔 ! 位什麼上面很擠下面很空 ~ 不協調 SPSS 13 version will be used to process the quantitative data extracted from the close-ended questions. This study chose the reliability analysis, independent t- test, descriptive statistics and Pearson correlation coefficient as statistical methods for data processing and analysis. With a view to adding the item reliability, I use the Cronbach A to examine the items. The independent t-test is to answer the research question 1 and 2 The descriptive analysis is to answer the research question 3 And the Pearson correlation is to answer the research question 4 and 5.
  • SPSS 13 version will be used to process the quantitative data extracted from the close-ended questions. This study chose the reliability analysis, independent t- test, descriptive statistics and Pearson correlation coefficient as statistical methods for data processing and analysis. With a view to adding the item reliability, I use the Cronbach A to examine the items. The independent t-test is to answer the research question 1 and 2 The descriptive analysis is to answer the research question 3 And the Pearson correlation is to answer the research question 4 and 5.
  • SPSS 13 version will be used to process the quantitative data extracted from the close-ended questions. This study chose the reliability analysis, independent t- test, descriptive statistics and Pearson correlation coefficient as statistical methods for data processing and analysis. With a view to adding the item reliability, I use the Cronbach A to examine the items. The independent t-test is to answer the research question 1 and 2 The descriptive analysis is to answer the research question 3 And the Pearson correlation is to answer the research question 4 and 5.
  • SPSS 13 version will be used to process the quantitative data extracted from the close-ended questions. This study chose the reliability analysis, independent t- test, descriptive statistics and Pearson correlation coefficient as statistical methods for data processing and analysis. With a view to adding the item reliability, I use the Cronbach A to examine the items. The independent t-test is to answer the research question 1 and 2 The descriptive analysis is to answer the research question 3 And the Pearson correlation is to answer the research question 4 and 5.
  • 關於目錄 ~ 泰瑞莎上次有說過 ~ 校長說的 ~ 所有的目錄都要一致 ~ 這樣才不會混淆 要把所有的目錄都弄成一樣的喔 ~
  • 位什麼這裡會有文獻探討 ?
  • 位啥這裡會有樣本 ?
  • 1230 Presentation Ppt Betty

    1. 1. Cross-Cultural Encounter in EFL College Classrooms- Taiwanese Students and Their Native English Teachers Presenter : Chia-Ying Hu Advisor: Dr. Chin-Ying Lin Date: December 31, 2009
    2. 2. Outline III. Methodology II. Literature Review I. Introduction IV. Suggestions
    3. 3. Introduction <ul><li>Motivation and Background </li></ul><ul><li>Statement and Problems </li></ul><ul><li>Purposes of the Study </li></ul><ul><li>Research Questions </li></ul>
    4. 4. <ul><li>Because learning a second language implies some degree of learning a second cultural, it is important to understand what we mean by the cultural learning. </li></ul><ul><li>(Brown, 2007) </li></ul>Motivation and Background
    5. 5. Motivation and Background <ul><li>Certain factors – namely, ESL/EFL students’ identity , students’ motivation , and teachers’ recognition toward their students, would be one of crucial parts that may influence students’ foreign language learning. </li></ul><ul><li>(Lin & Yung, 2008) </li></ul>
    6. 6. <ul><li>Students will gain more knowledge, retain more information, and perform far better when teaching styles match learning styles . </li></ul><ul><li>(Lage, Platt, & Treglia, 2000) </li></ul>Motivation and Background
    7. 7. Statement of the Problems <ul><li>Few studies explore Taiwanese students’ adjustments in the foreign teachers’ classes. </li></ul>
    8. 8. Purpose of The Study -to investigate if there are distances between EFL Taiwanese college students ’ learning expectations and their native English teachers’ teaching objectives , from the students’ perspectives -to investigate if there are distances between EFL Taiwanese students and their native English teachers ’ preferences of English teaching methods , from the students’ perspectives -to investigate the Taiwanese students’ worry and adjustments in their native English teacher’ classes 1 2 3
    9. 9. Research Questions What are the differences between Taiwanese college students’ learning expectations and their native English teachers’ teaching objectives , from thestudents’ perspectives? 1.
    10. 10. Research Questions What are the differences between Taiwanese students and their native English teachers’ preferences of English teaching methods , from the students’ perspectives? 2.
    11. 11. Research Questions . What are the Taiwanese students’ worry and adjustments in the native English teacher’ classes? 3.
    12. 12. Literature Review <ul><li>Culture </li></ul><ul><li>Academic Culture in Distance </li></ul><ul><li>Teaching Style </li></ul><ul><li>Learning Style & Strategy </li></ul>
    13. 13. Culture <ul><li>Brown (2007) explained that culture is the way of life . It is the context within which we exist, think, feel and related to others and it’s is also the “glue” that binds a group of people together. </li></ul>
    14. 14. Culture <ul><li>Flowerdew and Miller (1995) —when discussing the specific academic demands on nonnative speakers of English faced with second language acquisition—further indicated that there are ethnic culture, local culture, academic culture and disciplinary culture . </li></ul>
    15. 15. Academic Cultural in Distances <ul><li>The academic cultures in distance occur more often in the academic setting where the classroom consists of two main roles of nonnative students of English and native teachers of English </li></ul><ul><li>(Lin, 2007) </li></ul>
    16. 16. <ul><li>Learners need to become aware of their own cultural schemata in order to effect an acknowledgement of those of a different culture </li></ul><ul><li>(Byram & Morgan, 1994) </li></ul>Academic Cultural in Distances
    17. 17. Teaching Style <ul><li>Main Teaching Style </li></ul><ul><li>Formal Authority </li></ul><ul><li>Demonstrator or Personal Model </li></ul><ul><li>Facilitator </li></ul><ul><li>Delegator </li></ul><ul><li>(Felder & Soloman, 1992 ) </li></ul>
    18. 18. Learning Style and Strategy <ul><li>“ Style , whether related to personality or to cognition, characterizes the consistent and enduring trials, tendencies, or preferences that differentiate you from another person” </li></ul><ul><li>(Brown, 2007) </li></ul>
    19. 19. Learning Style and Strategy <ul><li>“ Strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, or planned designs for controlling and manipulating certain information.” </li></ul><ul><li>(Brown, 2007) </li></ul>
    20. 20. Methodology <ul><li>Research Procedure </li></ul><ul><li>Participants </li></ul><ul><li>Questionnaire </li></ul><ul><li>Data Analysis </li></ul>
    21. 21. Research Procedures Pilot study Formal study 600 questionnaire copies from six target schools Data analysis <ul><li>American teacher </li></ul><ul><li>37 College students </li></ul>Data collection Formal questionnaire English teaching objectives English teaching methods Students’ worry and adjustments
    22. 22. Taichung City Taichung County Participants <ul><li>Ling Tung University of Technology ( 嶺東科技大學 ) </li></ul><ul><li>Overseas Chinese University of Technology </li></ul><ul><li>( 僑光科技大學 ) </li></ul><ul><li>National Taichung Institute of Technology </li></ul><ul><li>( 國立台中技術學院 ) </li></ul><ul><li>Chaoyang University of Technology( 朝陽科技大學 ) </li></ul><ul><li>Hungkuang University of Technology </li></ul><ul><li>( 弘光科技大學 ) </li></ul><ul><li>Hsiuping Institute of Technology </li></ul><ul><li>( 修平技術學院 ) </li></ul>English Majors 600 College Students
    23. 23. Questionnaire Questionnaire Course objectives/ expectations Students’ expectations Section 1 Teachers’ objectives Section 2 English teaching instructions Students’ preferences Section 3 Teachers’ preferences Section4 Worry and Adjustments in class Section 5 Personal Information Section 6
    24. 24. Questionnaire Bloom’s taxonomy of learning domain(1956)—cognitive, affective and psychomotor. <ul><li>Traditional teaching method </li></ul><ul><li>Communicative teaching method </li></ul><ul><li>Cooperative teaching method </li></ul><ul><li>Teachers’ personality </li></ul>Questionnaire Construction Course objectives/ expectations English teaching method
    25. 25. Questionnaire Section Cronbach’s Alpha Sources Section 1 .849 (Hung, Sharpio & Wang, 2007) (Lin, 2007) Section 2 .909 Section 3 .909 Section 4 .893 Section 5 .919 (Lin, Lee &Yung, 2008)
    26. 26. V V V V Teachers’ objectives Students’ expectations Questionnaire Course objective /expectation I expect that teacher can help me to learn this in the class The foreign teacher’s course objective is to Strong ← -> Strong Disagree Agree 1 2 3 4 5 Strong ← -> Strong Disagree Agree 1 2 3 4 5 1 Assist us to learn aculeate pronunciation □ □ □ □ □ □ □ □ □ □ 2 Assist us to develop our oral skills □ □ □ □ □ □ □ □ □ □ 1. What are the differences between Taiwanese college students’ learning expectations and their native English teachers’ teaching objectives , from the students’ perspective?
    27. 27. V V V V Teacher’s preferences Students’ preferences Questionnaire Teaching Method My favorite teaching way is that My native English teachers’ teaching ways are that Strong ← -> Strong Disagree Agree 1 2 3 4 5 Strong ← -> Strong Disagree Agree 1 2 3 4 5 1 Teachers encourage us to ask questions □ □ □ □ □ □ □ □ □ □ 2 Teachers give us enough time to think and response □ □ □ □ □ □ □ □ □ □ 2. What are the differences between Taiwanese students and their native English teachers ’ preferences of English teaching methods , from the students’ perspective?
    28. 28. Four open-ended Questions Five-Liker Scaled questionnaire Questionnaire Students’ worry Students’ adjustments 3. What are the Taiwanese students ’ worry and adjustments in the native English teacher’ classes?
    29. 29. Students’ worry Students’ adjustments 1. In your personal opinion, what’s the difference between Taiwanese teachers and foreign teachers’ teaching ways? V V Questionnaire Students’ worry in Language class Strongly ← -> Strongly Disagree Agree 1 2 3 4 5 1 I am worried about my grammar accuracy when speaking English in the English course. □ □ □ □ □ 2 I am worried about my pronunciation when speaking English in class. □ □ □ □ □ 5 I am worried that my teacher might think I propose a stupid question in class . □ □ □ □ □ 3.Do you have any suggestions for the foreign teachers? 2. In what aspect that you can’t well fit into the foreign teachers’ classes? How do you adjust yourself to them?
    30. 30. Data Analysis 95% Q1, Q2, Q3 Q1, Q2 Q3 Item Reliability Reliability Analysis (Cronbach α) Confidence Interval One-sample- T test Dependent- T test Descriptive Statistics T-Test SPSS13.0
    31. 31. Paired-Samples T Test Teachers’ objectives Teachers’ preferences Students’ expectations Students’ preferences ? ? College students Data Analysis
    32. 32. Data Analysis Paired-Samples statistics Paired-Samples T Test Course Expectation/Objective English Teaching Preferences
    33. 33. Data Analysis Group Statistics Independent- Samples T Test Data Analysis
    34. 34. Data Analysis One-way ANOVA Multiple Comparisons Data Analysis
    35. 35. Data Analysis One-Sample Statistic One-Sample T Test Data Analysis
    36. 36. Suggestions <ul><li>Topic </li></ul><ul><li>Literature </li></ul><ul><li>Sampling </li></ul>
    37. 37. Topic Cross-Cultural Encounter in the EFL College Classroom- Taiwanese Students and Their Native English Teachers Cross-cultural Encounter- Taiwanese students’ perceptions toward their native English teachers
    38. 38. Literature Literature Review Questionnaires
    39. 39. Speaking Sampling
    40. 40. <ul><li>Thank You for </li></ul><ul><li>Listening </li></ul>

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