1. An Investigation of the Perspectives of NCCU English Majors on Alternative Course Designs for Language Skills Courses Seminar on Research Methodology and Design

2. Introduction – The Changing Role of English Language Education The global role of English language education is changing in the 21 st century The role of English language education in Taiwan is changing due to education reform How should the NCCU Department of English react to these changes? Is it time to reevaluate the English language teaching curriculum to better suit the needs of our students?

3. Overview The changing role of English in the 21 st century English language education reforms in Asian and Taiwan English language training at comparable Departments of English Content-based vs. Skill-based English language training Summarize the factors that make this a complex issue Research Questions Methodology Discussion of our Findings Conclusion and Suggestions

4. The Role of English in the 21 st Century (Graddol, 2006 ; Kierath, 2006 ) Increasing Globalization English is the language for international communication English competence is a factor in national power English is becoming less of an advantage for getting ahead English ability is an expected necessity to keep from being left behind The age for the commencement of English language education is shifting downwards

5. The Role of English in the 21 st Century (Graddol, 2006) Fewer and fewer adult English language learners English language ability is becoming an entrance requirement for doing university level academic work instead of an exit skill developed before leaving the university Advantages: Having skills other than English, Being Multi-lingual

6. Regional Trends in English Language Education The need for increased English language competence has lead to education reforms across Asia Japan Hong Kong Others

7. Regional Trends in English Language Education (Mantero and Iwai, 2005) Japan MEXT (Ministry of Education, Culture, Sport, Science and Technology – Japan) began outlining new education goals in 1998 Hoped for children to catch up with globalization Essential for children to acquire communication abilities in English to live in the twenty-first century

8. Regional Trends in English Language Education – Japan Hoped “to develop students’ basic practical communication abilities such as listening and speaking, … understanding of language and culture, and fostering a positive attitude toward communication through foreign languages” (MEXT, 2003)

9. Regional Trends in English Language Education – Japan Many innovative curriculums developed in Private Universities (Hadley, 1999) Keio U Language immersion program. Learners work on group projects, discussions, and debates or group projects on topics that interest them. Focus is on cooperative learning and fluency rather than accuracy. Wants to instill self-confidence and fluency in spoken English to promote the further internationalization of Japanese society.

10. Regional Trends in English Language Education – Japan Asia U English lounges where only English is spoken Intensive English classes required Student exchange program, foreign roommates Tokyo Christian U Many classes taught in English with modified shelter approach. Main objective is to master content material. Language learning is incidental. Miyazaki International College Integrated classrooms - content courses in English. Aim is to develop language and critical thinking skills interactively.

11. Regional Trends in English Language Education – Hong Kong Moving from 3-year universities to 4-year universities One less year of High School Looking at ways to embed English language skills tuition into the new curriculum. It is hoped that this will help nurture capable people to drive the development of a knowledge- based economy and to meet society's rapidly changing needs.

12. Regional Trends in English Language Education – Others National University of Singapore De La Salle University in Manila Creating language programmes that implicitly focus on English as an International Language (EIL). (Hadley, 2003)

13. Taiwan Trends in English Language Education Desire for globalization Pressure to develop EFL proficiency in the hope of gaining more access in the global arena of international trade and commerce (Carey, 1998; Thompson, 2003) English ability provides social and economic mobility

14. The Role of Universities in Globalization Tertiary educational system in Taiwan partly carries the burden in internationalizing the potential of its human resources (Tiangco, 2004). Provide relevant language training and education to promising Taiwanese in preparing them for global- competitiveness. Responsible for preparing undergraduate students for future careers by providing them with the necessary skills to become productive members of both industry and government. Provide continuing education programs such as courses in English

15. MOE Expectations for Universities MOE’s “The International Competitiveness Enhancement of the Universities” To be incorporated into the academic mainstream of the international community in order to enhance the research level of the overall academia of Taiwan and the quality of education and uplift the academic status and visibility of our country; internationalize our universities (by interacting with foreign universities). [MOE website, 2008]

16. The Changing Education Environment at NCCU In 2000 ETP started the trend toward internationalization and a promotion of classes that were taught in English Fewer hours needed to attain major More opportunity to take elective classes in other departments Reduced teaching hours More research responsibilities

17. Consequence for NCCU English Department Need to cut hours Courses offered reduced by 200 hours in 2009-2010 academic year Major curriculum reform necessary Opportune time to examine the language training program Determine how to best meet the needs of future students

18. Other Comparable English Departments in Taiwan Susan NTU-Joe What is their language training program like and what percentage of the total credit hours does it take up? What is their general goal for teaching English?

19. Other Comparable English Departments in Taiwan Susan NTNU-Sharon+Susan

20. Other Comparable English Departments in Taiwan NTNU—Writing GradeSubjectsCredits 1Guided Writing/ Pattern Practice2/2 2Intermediate Writing/ Grammar and Rhetoric 2/ 4 3Advanced Writing / Research Methods 2/ 2 4English-Chinese Translation2

21. Other Comparable English Departments in Taiwan NTNU—Listening & Speaking GradeSubjectsCredits 1Basic Aural-oral Training in English /English Pronunciation/ 2/2 2Intermediate Aural-oral Training in English / English Conversation 2 /2 3Public Speaking /Advanced Aural-oral Training in English 2/2 4Discussion and Debate2

22. Other Comparable English Departments in Taiwan NTNU—Reading GradeSubjectsCredits 1English (I)4 1English (II)4

23. Other Comparable English Departments in Taiwan Susan Chao-tung Cher ?

24. Other Comparable English Departments in Taiwan Susan Ching-hwa Cher Cheng-da ?

25. Content-based vs. Skills-based Most of these curriculum changes are arguably characterized by content-based and skills-based instruction. Mostly content-based; less entirely skills- based or content-learning.

26. The whole is equal to the sum of its parts. Language learning is no more than the formation of habits by means of stimulus-response conditioning. Absolute emphasis on skills and mechanics, e.g., grammar, fluency, pronunciation, etc. Content is only decorative. Students’ comprehension and knowledge of content is of little concern or not tested at all. Definition of Skills-based (El-Koumy, 2000)

27. Skills-based Instruction Advantage: Discrete subskills are clear and easy for learners to manage. Disadvantage: The teaching of language as isolated skills divorces it from its real and functional use in society (Norris and Hoffman, 1993; Reutzel and Hollingsworth, 1988).

28. Definition of Content-based (Stoller, 2004) Dual commitment to language- and content- learning objectives. Attention to learners’ growth of academic skills.

29. Models of Content-based Instruction The continuum (Met, 1998): showcases the shifting emphasis on content and language, most often a response to the exigencies of the instructional settings in which they are implemented. At one end of the continuum are “content-driven” approaches with strong commitments to content-learning objectives (immersion, partial immersion, sheltered subject area courses); at the other end of the continuum are “language-driven” approaches with strong commitments to language learning objectives, using content mainly as a springboard for language practice.

30. Models of Content-based Instruction

31. Parkinson (2000): Science and literacies. Carson (2000): Psychology and integrated- skills English for Academic Purposes (EAP). Janzen (2001): Special effects in movies and reading skills. Mendelsohn (2001): Canadian language and culture and language-learning strategies.

32. Content-based Instruction Advantage: Provides a means for students to continue their academic development while also improving their language proficiency (Snow, 1998; Short, 1997). Disadvantage: Less effective in developing students’ academic English, reduced to “incidental learning” (Langman, 2003).

34. Complex Issue Ken Most change focuses on views of administrators and faculty without looking at viewpoint of student Change often purports to be for the benefit of the students and to comply with the requests of students. No large scale survey of student opinions of the language training program since 1993

35. Ken Find out if any curriculum reform has been driven by student opinions What drives most reform? Mandates from the Ministry of Education? Faculty opinion?

36. NCCU English Department’s Two Proposed Course Designs Design 1: With all the language-skills courses eliminated, to teach skills in content courses as an additional requirement. Design 2: Language-skills courses to be taught with specific subject matters or themes, such as linguistics, literature, or TESOL.

37. NCCU English Department’s Two Proposed Course Designs Both content-based, with varied emphasis on content and language.

38. NCCU English Department’s Two Proposed Course Designs However, little or no research has been done to investigate what students think about a new course design that is (or will be) taken and how the existing curriculum can be improved.

39. Research questions 1. What are the students' attitudes toward the current language-skill courses? 2. What are the students' attitudes toward the proposed course reform (content vs. skills)? 3. For the students, what constitutes an ideal language training program?

40. Methodology Informants Sophomore, Junior, and Senior English majors from National Chengchi University Students who have taken the required freshman and sophomore language skill training courses would be the targets. Students from two literature classes completed the questionnaire 96 surveys returned

41. Methodology Informants Future Plan Advanced studies workSamples Year Sophomores % 75.025.0 （ 24 ） Juniors % 52.647.4 （ 38 ） Seniors % 50.0 （ 20 ） In total 58.541.5 （ 82 ） 資料來源： 2008 政治大學英文系學生對語言課程滿意度與需求之問卷調查表

42. Methodology Informants

43. Methodology Research Design Attain the learners’ self-report of their attitudes and opinions on the language training program. Questionnaire survey used

44. Methodology Instruments The researchers developed a questionnaire. Questionnaire Survey Included close-ended and open-ended questions Part One: General Questions Part Two: Learners’ opinions on individual language class Part Three: Open-ended section for further opinions

45. Methodology Instruments Validity of the questionnaire  consulting four professor Reliability of the questionnaire  two pilot testing

46. Methodology Two pilot tests ProcedureDateTargets & Contents 1st pilot4/22 17 sophomores & 2 juniors– Questionnaire survey 2nd pilot 5/2&5/6 2 Seniors, 6 juniors, & 15 sophomores -- Questionnaire survey Follow-up 5/9-5/16 5 volunteers -- interview Interview Protocol

47. Methodology Research Procedure Planning Questionnaire Construction Data Collection Data Interpretation Data Analysis chart

48. Methodology Data Collection and Analysis To deal with the close-ended parts  used the statistics software SPSS for Windows,  descriptive statistics, correlation statistics, and recursive analysis were functioned To deal with the open-ended parts (students’ comments)  The researchers developed a coding system for each item and analyzed the subjects’ responses based on the coding systems. Coding SchemeCoding Scheme

50. Findings & Discussion 1. What are the students' attitudes toward the current language-skill courses? 2. What are the students' attitudes toward the proposed course reform (content vs. skills)? 3. For the students, what constitutes an ideal language training program?

51. Students' attitudes toward the current language-skill courses

56. Students' attitudes toward the proposed course reform

59. Future Career Intentions

60. Attitudes Based on Future Career Intentions – Graduate School

61. Attitudes Based on Future Career Intentions – Work

62. Change Attitude by Specific Class

65. Comments Related to Eliminating Language Training Classes 8. 您是否認為可以完全刪除聽、說、讀 、寫方面的課程？□①不可以 □②應該不 可以 □③無意見 □④應該可以 □⑤可以 8a. 請說明您的理由

66. Comments Related to Eliminating Language Training Classes 8. Do you want to eliminate all the LSRW classes? 1) No, I do not. 2) Maybe not. 3) No comments. 4) Maybe. 5) Yes, I do. 8a. Why? Likert Scale Score: 1.26

67. Comments Related to Eliminating Language Training Classes Strongly negative response 53 out of 96 informants commented Only 3 comments favored eliminating language training classes 4 skills already practiced in Literature and Linguistics classes

68. Comments Related to Eliminating Language Training Classes Most comments against eliminating language training classes 28 comments were against the proposal Core skills in English language learning 19 comments questioned the effectiveness of the plan Cannot improve language ability in the content classes

69. Comments Related to Developing English Skills Through Content Classes 9. 如果把所有的語言課程與必修之文學 、語言學或英語教學課程整合，也就是 說沒有單獨存在的聽、說、讀、寫語言 訓練課程了﹙例如老師上文學課時也同時 訓練聽、說、讀、寫能力﹚，您覺得可行 嗎？□①很不可行 □②應該不可行 □③無 意見 □④應該可行 □⑤很可行 9a. 請說明您的理由

70. Comments Related to Developing English Skills Through Content Classes 9. If we combine the skills classes with content classes and do not have separate LSRW classes, would you agree? 1) No, I would not. 2) Maybe not. 3) No comments. 4) Maybe. 5) Yes, I would. 9a. Why? Likert Scale Score: 2.35

71. Comments Related to Developing English Skills Through Content Classes Negative response 60 of 96 informants commented 9 comments favorable Follow the model in English speaking countries Improve listening ability 8 comments state content classes should be taught in Chinese

72. Comments Related to Developing English Skills Through Content Classes 51 comments negative Too much to cover already (13 comments) Content classes should be taught in Chinese (8 comments) Unable to master 4 skills (30 comments)

73. Comments Related to Eliminating Language Training Classes 10. 不同於上題，如果保留現有聽、說、 讀、寫的課程，但以文學、語言學或英 語教學等為教學內容主題﹙例如「英文作 文﹙語言學主題﹚」或「英文作文﹙英國文學 主題﹚」﹚，您覺得可行嗎？□①很不可行 □②應該不可行 □③無意見 □④應該可行 □⑤很可行 10a. 請說明您的理由

74. 10. Different from the last question, if the skills classes are kept and taught with topics of lit, linguistics, or TESOL, would you agree? 1) No, I would not. 2) Maybe not. 3) No comments. 4) Maybe. 5) Yes, I would. 10a. Why? Likert Scale Score: 3.38 Comments Related to Eliminating Language Training Classes

75. Only 43 comments are made. 22 are against the proposal. Content may be too difficult for students to learn and for teachers to teach. Students want to learn more practical content and develop global views. Comments Related to Eliminating Language Training Classes

76. 17 are for the proposal. To get more professional training. Positive-Reinforces content knowledge 4 are ambivalent. Comments Related to Eliminating Language Training Classes

77. Comments Related to Improving the Current Language Training Program 11. 這次的語言課程改革中，您覺得有哪 些既有狀況必須藉機改進？ 11. With the curriculum being revised, do you think any improvements need to be made to the status quo?

78. Comments Related to Improving the Current Language Training Program 73 of 96 informants commented Negative Comments Positive Comments Department Policy Comments

79. Comments Related to Improving the Current Language Training Program 91 Negative Comment Issues 15 Curriculum related comments Course content comments –23 Oral Training –5 Writing –14 General Teaching methodology comments

80. Comments Related to Improving the Current Language Training Program 7 Positive Comments Praise for Curriculum, Content, and Teachers Teacher comments included both negative and positive views

81. Comments Related to Improving the Current Language Training Program 21 Department Policy Comments 12 General comments 9 Desire for more Language Training hour comments

82. Comments Related to Improving the Current Language Training Program Summary of Comments Strongest negative issues Variability in content and quality between sections More practical content More chances to practice

83. Comments Related to How Student Achievement Can Improve 12. 這次的語言課程改革中，您覺得有哪 些新重點必須設法納入以強化同學們的 學習成果？ 12. With the curriculum being revised, what are the new guidelines that should be included to improve students' achievements?

84. Comments Related to How Student Achievement Can Improve 60 of 96 informants commented 9 comments related to improving the curriculum –More classes, unified guidelines 23 comments related to general class content –More practical language use

85. Comments Related to How Student Achievement Can Improve 15 comments related to improving oral training classes –More chances to speak; learn presentation skills 2 comments related to improving writing classes –Practical topics; grammar correction 15 comments related to improving teaching quality –More opportunities to speak in class 7 comments were related to department policy –Increase number of language training classes

86. Comments Related to How Student Achievement Can Improve Summary of Comments More classes More practical content More chances to speak

87. Barriers to change ???? Politics Faculty doesn’t want to change Lack of communication among those who are involved in change Barriers to change info

88. Conclusion/Pedagogical Suggestions for treatment A. summary of the result B. implications C. limitations D. suggested future study E. concluding remarks

89. Limitations/Suggestions for further research