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Cross-Cultural Encounter in EFL College Classrooms- Taiwanese Students and
Their Native English Teachers
Presenter : Chia-Ying Hu Advisor: Dr. Chin-Ying LinDate: December 31, 2009
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Outline
III. Methodology
II. Literature Review
I. Introduction
IV. Suggestions
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Introduction
Motivation and Background
Statement and Problems
Purposes of the Study
Research Questions
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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.
(Brown, 2007)
Motivation and Background
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Motivation and Background
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.
(Lin & Yung, 2008)
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Students will gain more knowledge, retain more information, and perform far better when teaching styles match learning styles.
(Lage, Platt, & Treglia, 2000)
Motivation and Background
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Statement of the Problems
Few studies explore Taiwanese students’ adjustments in the foreign teachers’ classes.
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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 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 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-to investigate the Taiwanese students’ worry and adjustments in their native English teacher’ classes
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Research Questions
What are the differences between Taiwanese
college students’ learning expectations and their
native English teachers’ teaching objectives, from
thestudents’ perspectives?
1.
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Research Questions
What are the differences between Taiwanese students
and their native English teachers’ preferences of English
teaching methods, from the students’ perspectives?
2.
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Research Questions
. What are the Taiwanese students’ worry and
adjustments in the native English teacher’ classes?
3.
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Literature Review
Culture
Academic Culture in Distance
Teaching Style
Learning Style & Strategy
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Culture
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.
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Culture
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.
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Academic Cultural in Distances
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
(Lin, 2007)
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Learners need to become aware of their own cultural schemata in order to effect an acknowledgement of those of a different culture
(Byram & Morgan, 1994)
Academic Cultural in Distances
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Teaching Style
Main Teaching Style• Formal Authority• Demonstrator or Personal Model• Facilitator• Delegator
(Felder & Soloman, 1992)
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Learning Style and Strategy
“Style, whether related to personality or to cognition, characterizes the consistent and enduring trials, tendencies, or preferences that differentiate you from another person”
(Brown, 2007)
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Learning Style and Strategy
“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.”
(Brown, 2007)
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Methodology
Research Procedure
Participants
Questionnaire
Data Analysis
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Research Procedures
Pilot studyPilot study
Formal studyFormal study
600 questionnaire copies from six target schools 600 questionnaire copies from six target schools
Data analysisData analysis
Formal questionnaire
English teaching objectives
English teaching methods
Students’ worry and adjustments
1 American teacher37 College students1 American teacher37 College students
Data collectionData collection
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600 College Students
Taichung City Taichung County
Participants
Ling Tung University of Technology (嶺東科技大學 )
Overseas Chinese University of Technology(僑光科技大學 )
National Taichung Institute of Technology(國立台中技術學院 )
Chaoyang University of Technology(朝陽科技大學 )
Hungkuang University of Technology (弘光科技大學 )
Hsiuping Institute of Technology(修平技術學院 )
English MajorsEnglish Majors
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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
Questionnaire
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Questionnaire Construction
Course objectives/expectations
English teaching method
Bloom’s taxonomy of learning domain(1956)—cognitive, affective and psychomotor.
Traditional teaching methodCommunicative teaching methodCooperative teaching methodTeachers’ personality
Questionnaire
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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)
Questionnaire
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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 ← →StrongDisagree Agree 1 2 3 4 5
Strong ← →StrongDisagree Agree 1 2 3 4 5
1Assist us to learn aculeate
pronunciation □ □ □ □ □ □ □ □ □ □
2Assist us to develop our oral
skills □ □ □ □ □ □ □ □ □ □
VV
V V
Teachers’objectivesTeachers’objectives
Students’expectations
Students’expectations
1. What are the differences between Taiwanese college students’ learning expectations and their native English teachers’ teaching
objectives, from the students’ perspective?
Questionnaire
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Teaching Method My favoriteteaching way is that
My native English teachers’ teaching
ways are thatStrong ← →StrongDisagree Agree 1 2 3 4 5
Strong ← →StrongDisagree Agree 1 2 3 4 5
1Teachers encourage us to ask
questions □ □ □ □ □ □ □ □ □ □
2Teachers give us enough time
to think and response □ □ □ □ □ □ □ □ □ □
VV
V V
Teacher’s preferencesTeacher’s
preferencesStudents’
preferencesStudents’
preferences
2. What are the differences between Taiwanese students and their native English teachers’ preferences of English teaching methods, from the students’ perspective?
Questionnaire
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Students’ worry Students’ adjustments
Four open-ended
Questions
Five-Liker Scaled
questionnaire
3. What are the Taiwanese students’ worry and adjustments in the native English teacher’ classes?
Questionnaire
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Students’ worry in Language classStrongly ← →Strongly
Disagree Agree 1 2 3 4 5
1
I am worried about my grammar accuracy when speaking English in the English course.
□ □ □ □ □
2I 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. □ □ □ □ □
Students’ worry
Students’ worry
Students’ adjustments
Students’ adjustments
1. In your personal opinion, what’s the difference between Taiwanese teachers and foreign teachers’ teaching ways?
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?
V
V
Questionnaire
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Data Analysis
SPSS13.0
95%
Q1, Q2, Q3
Q1, Q2
Q3
Item ReliabilityReliability Analysis (Cronbach α)
Confidence Interval
One-sample- T test
Dependent- T test
Descriptive Statistics
T-Test
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Paired-Samples T Test
Teachers’ objectives
Teachers’ preferences
Students’expectations
Students’ preferences
?
?College students
Data Analysis
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Paired-Samples statistics
Paired-Samples T Test
Course Expectation/Objective
English Teaching Preferences
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Data Analysis
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Data Analysis
Group Statistics
Independent- Samples T Test
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Data Analysis
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Data Analysis
One-way ANOVA
Multiple Comparisons
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Data Analysis
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Data Analysis
One-Sample Statistic
One-Sample T Test
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Data Analysis
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Suggestions
Topic
Literature
Sampling
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Topic
Cross-Cultural Encounter in the EFL College Classroom- Taiwanese Students and Their Native
English Teachers
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 teachersCross-cultural Encounter-Taiwanese students’
perceptions toward their native English teachers
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Literature ReviewQuestionnaires
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Literature
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Speaking
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Sampling
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Thank You for Listening