為英語授課(EMI)做準備: 調查學生在有助教輔助的線上語言摩課師(LMOOC)課程中的成效、看法和參與度

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研究生：	陳艷霜 Diem Suong Susan Tran
論文名稱：	為英語授課(EMI)做準備: 調查學生在有助教輔助的線上語言摩課師(LMOOC)課程中的成效、看法和參與度 GETTING READY FOR EMI: INVESTIGATING STUDENTS’ IMPROVEMENT, PERCEPTIONS, AND ENGAGEMENT IN A TA-SUPPORTED LMOOC
指導教授：	洪紹挺 Shao-Ting Alan Hung
口試委員:	駱藝瑄 Yi-Hsuan Gloria Lo 陳謝鈞 Jun Scott Chen Hsieh
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 應用外語系 Department of Applied Foreign Languages
論文出版年：	2022
畢業學年度：	110
語文別：	英文
論文頁數：	70
中文關鍵詞：	英語授課、線上摩課師、線上語言摩課師、學術英语
外文關鍵詞：	EMI, MOOCs, LMOOCs, EAP
相關次數：	點閱：596 下載：0
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上一筆

為配合台灣教育部推行之2030雙語教育政策，一些大學開設了以英語為授課語言(EMI)之課程。大量文獻探討了與EMI相關的研究，但鮮少有學者深入研究對於學生進入雙語教育的準備，也就是EMI前階段的議題。本研究旨在調查培養學生EMI能力之學術英語課程對學生整體學習及看法。因COVID-19，許多原本實體授課的 EMI 課程被迫轉為以語言線上磨課師 (LMOOC) 為基礎的線上模式課程。另外，有鑒於低完成率為磨課師的最大問題之一，本研究也評估了受試者的參與度。本研究之受試對象為台灣一所國立大學的336位大一學生和20名研究生。研究採用了混合研究方法，研究方法包含牛津線上安置測驗、前測、後測、前測問卷、後測問卷以及半結構式訪談。單因子獨立變異數分析、成對樣本t檢定和訪談結果顯示了學生的學習成績明顯提升，且受試者表示對內容知識、課堂英語和學術英語技能持有正面、樂觀的看法。然而，學生卻對修習EMI 課程的興趣略有下降。另外，結果顯示，無論學生的英語程度和在整個課程中的參與度如何，他們的成績並沒有顯著差異。根據研究結果，研究者也對未來相關研究和教學潛在的影響給出建議。

To adhere to the policy of reaching bilingual education by 2030 as imposed by the Taiwan Ministry of Education, several university courses using EMI have been conducted at the tertiary level in Taiwan. While the growing interest in EMI research has resulted in a larger body of literature, little has been thoroughly addressed regarding the pre-EMI stage, in other words, the preparation for students to enter bilingual education. This study, in response, aimed at investigating the effects of an EAP course on students’ overall learning improvement and their perceptions. Under the outspread of the COVID-19 pandemic which forced many face-to-face EMI classes to switch to online mode, the course was LMOOC-based. And as low completion rates remain one of the biggest issues in MOOCs, this study also measured the participants’ engagement. 336 freshmen and 20 graduate students from a national university in Taiwan participated in this research. A mixed-method research design was implemented, and the instruments included Oxford Online Placement Test, pre-posttests, pre-post questionnaires, and semi-structured interviews. The results from ANOVA, paired samples t-tests, and interviews revealed the students’ significant learning improvement, and overall positive perceptions toward content knowledge, classroom English and EAP skills. However, it was observed that there was an insignificant decline in students’ interest in taking EMI courses. It was also recorded that the students’ achievements did not differ significantly, regardless of their varied proficiency levels and engagement throughout the course. From these findings, recommendations for future research and pedagogical implications are also discussed.

Table of Content
Abstract    i
摘要    ii
Acknowledgement    iii
Table of Content    iv
List of Tables    vii
List of Figures    viii
Chapter 1: Introduction    1
1.1 Background of the Study    1
- Taiwan to Shift to Bilingual Education by 2030    1
- English as a Medium of Instruction (EMI)     1
- English for Academic Purposes (EAP)    3
- Massive Open Online Courses (MOOCs)    3
1.2    Statement of the Problem    6
1.3 Purpose of the Study    7
1.4 Research Questions    8
Chapter 2: Literature Review    9
2.1 Theoretical Framework    9
- cMOOCs and xMOOCs    9
- Vygotsky’s Zone of Proximal Development and Scaffolding    11
2.2 Challenges Facing EMI Learners    12
2.3 Students’ Engagement in MOOCs    14
Chapter 3: Methodology    16
3.1 Participants    16
3.2 The Instructional Design of the TA-Supported LMOOC    18
3.3 Instruments for Data Collection    25
- Oxford Online Placement Test (OOPT)    25
- Pre- and Post-Questionnaire    26
- Pre- and Post-Tests    27
- Semi-Structured Interviews    27
3.4 Data Analysis    28
Chapter 4: Results    29
4.1 Research Question 1    29
4.2 Research Question 2    30
- Content Knowledge    30
- Classroom English    31
- EAP Skills    33
- Interest in Taking EMI-Taught Programs    35
4.3 Research Question 3    35
4.4 Results from the Semi-Structured Interviews    37
- Perceived Usefulness of the Course    37
- Preference for the Design of the TA-Supported LMOOCs    39
- Reasons for Insignificant Reduced Interest in English-Taught Programs    41
- Reasons for Varied Engagement Levels    42
Chapter 5: Discussion    44
5.1 Perceived Usefulness as an EMI Preparation Course    45
5.2 Perceived Usefulness of the TA-Supported, LMOOC-Based Design    47
Chapter 6: Conclusion    50
6.1 Limitations of the Study and Suggestions for Future Research    50
6.2 Pedagogical Implications    51
Appendix 1    53
Appendix 2    54
References    55

List of Tables
Table 1 First-Year Undergraduate Students’ English Proficiency Level by Percentage    17
Table 2 The Instructional Design of the TA-Supported LMOOC    19
Table 3 Special Topics in English for Academic Purposes – Course Schedule    25
Table 4 Results of the Paired Samples t-Test of the Pre- and Post-Test Score    29
Table 5 Results from the Paired Samples t-Test of the Pre- and Post-Questionnaires – Students’ Perceptions of Content Knowledge    30
Table 6 Results from the Paired Samples t-Test of the Pre- and Post-Questionnaires – Students’ Perceptions of Classroom English    31
Table 7 Results from the Paired Samples t-Test of the Pre- and Post-Questionnaires – Students’ Perceptions of the EAP Skills    33
Table 8 Results from the Paired Samples t-Test of the Pre- and Post-Questionnaire – Interest in Taking EMI Taught Programs in the Future    35
Table 9 ANOVA Results of the Three Groups’ Post-Test Scores    36
Table 10 ANOVA Results of the Three Groups’ OOPT Scores    37

List of Figures
Figure 1 the Connection among EMI, EAP, and LMOOC in This Study    5
Figure 2 Day 1’s Lesson – the SQ3R Reading Comprehension Method    20
Figure 3 Day 3’s Lesson – Introducing Four Academic Listening Strategies    21
Figure 4 Day 9’s Lesson – Calculus Vocabulary with Contextual Examples    21
Figure 5 A Snapshot of a TA Session – Classroom English    23
Figure 6 A Snapshot of a TA Session – Calculus Vocabulary    23
Figure 7 A Conversation in a LINE Group between a TA and a Student    24

                                

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全文公開日期 2032/09/18 (校內網路)
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全文公開日期 2032/09/18 (國家圖書館：臺灣博碩士論文系統)

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