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1230 Presentation Ppt Betty

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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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