1. Presenter : Sing- Yu Hu Advisor: Dr. Chin-Ying Lin Date: May 18, 2010 Cross-Cultural Encounter in the EFL College Classroom- Taiwanese Students and Their Native English Teachers
5. Motivation and Background Researchers also argued that teachers need to be aware their students’ learning preferences in order to facilitate both teaching and learning. (Barkhuizen, 1998; Rasekh & Valizadeh, 2004; Spratt, 1999)
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8. Statement of the Problem However, few studies focused on EFL Taiwanese students’ cultural barriers to language learning in the EFL classroom in Taiwan .
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11. II. Literature Review Western Teacher C Culture Learning A Academic Culture in Distances B Chinese Student D
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20. C A B Methodology Instrument Research Design Participants Data Analysis D
25. Instrument Questionnaire Teaching Content Students’ Expectations Section 1 Students’ Experiences Section 2 Teaching Approach Students’ Preferences Section 3 Students’ Experiences Section4 Students’ Adjustments in class Section 5 Personal Information Section 6
26. Bloom’s taxonomy of learning domain(1956)—cognitive, affective and psychomotor Traditional teaching method Communicative teaching method Cooperative teaching method Teachers’ personality Instrument Questionnaire Construction Teaching Content Teaching Approach
27. Data Analysis 95% Q1, Q2 Q1, Q2 Item Reliability Reliability Analysis (Cronbach α) Confidence Interval Paired Sample - T test Descriptive Statistics SPSS13.0
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29. Findings & Discussion Analysis of Research Question 2 C Reliability and Validity A Analysis of Research Question 1 B Analysis of Research Question 3 D
30. Table 1 KMO and Bartlett's Test of the Questionnaire Validity Good for Research Kaiser-Meyer-Olkin Measure of Sampling Adequacy. Bartlett's Test of Sphericity Approx. Chi-Square df Sig. Teaching Content LE .906 5575.79 190 .00 EOC .916 6019.46 190 .00 Teaching Approach LP .908 5445.36 210 .00 EOI .916 5784.06 210 .00
31. Table 2 Reliability Statistics of the Questionnaire Reliability Good for Research M Mini Maxi SD Cronbach's Alpha N of Items Teaching Content LE 4.02 3.08 4.52 .45 .90 20 EOC 3.67 2.76 4.19 .50 .91 20 Instruction Way LP 3.87 2.52 4.42 .44 .87 21 EOI 3.65 2.68 4.25 .50 .89 21
32. Analysis of Research Question 1 What are Taiwanese college students’ perceived differences between their expectations and experiences concerning their NETs’ teaching content in English speaking courses? Q1
33. Table 3 Results of Paired Samples t-Test in Teaching Content Domain Note. * p <.05, two-tailed. ** p < .01, two-tailed; n=617. Analysis of Research Question 1 t Sig. M SD Teaching Content Students’ expectations 4.02 .45 Students’ experiences 3.67 .50 18.37 .00** There is significant difference between Taiwanese college students’ learning expectations (LE) and experiences (EOC ) concerning their native English teachers’ teaching content in the English speaking course.
34. Analysis of Research Question 1 Chen, 2006 Cortazzi & Jin, 1998 & 1999 Lin, 2008 There is significant difference between Taiwanese college students’ learning expectations (LE) and experiences (EOC ) concerning their native English teachers’ teaching content in the English speaking course.
35. Analysis of Research Question 2 What are Taiwanese college students’ perceived differences between their preferences and experiences concerning the way of their NETs’ teaching approach in English speaking courses? Q2
36. Table 9 Results of Paired Samples t-Test in Teaching Approach Domain Note. *P <.05, two-tailed. **P < .01, two-tailed; n=617. Hypothesis 2 : H0: LP=EOA ; H1: LP≠EOA Analysis of Research Question 2 M SD Sig. Teaching Approach Students’ preferences 3.87 .44 Students’ experiences 3.65 .50 .00** There is significant difference between Taiwanese college students’ learning preferences (LP) and experiences (EOI) concerning their native English teachers’ teaching approach in the English speaking course.
37. Table 11 Results of Paired Sample T-test of Items of Teaching Approach Analysis of Research Question 2 Paired Differences (LP-EOA) Instruction way M SD t Sig(two-tailed) 1.Teachers’ teaching ways are humorous .50 .97 12.82 .00** 2. Teachers carry out syllabus consistently -.04 .98 -1.07 .286 3.Teachers have empathy for students .42 .91 11.37 .00** 4.Teachers use medias to teach (ex: projector) .21 .81 6.58 .00** 5.Teachers give students enough time to think and answer questions .24 .79 7.67 .00** There is no significant difference between Taiwanese college students’ learning preferences (LP) and experiences (EOI) concerning how the NETs carry out the syllabus.
38. Analysis of Research Question 2 Barkhuizen, 1998 Rasekh & Valizadeh, 2004 Spratt, 1999 There is significant difference between Taiwanese college students’ learning preferences (LP) and experiences (EOA) concerning their native English teachers’ teaching approach in the English speaking course.
39. Analysis of Research Question 2 There is no significant difference between Taiwanese college students’ learning preferences (LP) and experiences (EOA) concerning how the NETs carry out the syllabus. Lin, 2007
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.