英語教育已在台灣推廣多年，近來，內容和語言整合學習 (CLIL) 受到越來越多的關注，因其為一種將英語融入現實生活環境的有效方式。隨著科技的進步，數位說故事能培養學生多種技能，例如敘述現實生活中的故事、用英語記錄故事以及與小組成員討論故事。因此本研究旨在發展 CLIL 情境下的合作學習，以提高小學生的數位說故事、英語口語能力和金融知識。參與者來自兩個班級中共43名六年級學生：實驗組（n = 26）和對照組（n = 17）。整個實驗設計為期9周，目的為調查實驗組學生在合作學習方式下發展的數位說故事結果是否與對照組的個人數位說故事結果不同。所有參與者都參加了金融知識和英語口說的前測，接著參與金融知識課程和數位說故事的引導，以幫助他們有效地設計出能結合金融知識和英語口說的數位說故事影片。此研究問題的分析主要採用描述性分析、獨立t檢定、配對t檢定、單一 ANCOVA 和 Pearson 相關性分析。其結果表明，實驗組在整體之數位說故事表現、英語口語能力和金融知識方面優於對照組。而在金融知識方面，實驗組和對照組在後測中皆有顯著進步。並且在口語能力方面，實驗組在內容、語法、詞彙等方面較對照組有顯著提升。但是，在流利程度和熟練程度方面並無顯著差異。在 DST 性能方面，實驗組在見解、語音和圖像方面均有顯著提升。然而，在經濟性和原創性方面沒有顯著差異。此外，合作學習和英語口語能力之間以及合作學習和數位說故事表現之間皆顯示出正相關。此研究亦進一步探討研究結果對未來英語教育的影響。

English Education has been promoted in Taiwan for many years. Recently, Content and Language Integrated Learning (CLIL) has received growing attention due to it being an effective way to integrate English into real-life contexts. With the advances of technology, digital storytelling is suitable for students to develop multiple skills such as narrating real-life stories, recording them in English, and discussing the story with group members. Therefore, the present study aimed at developing cooperative learning in CLIL context to enhance elementary school students’ digital storytelling, English speaking proficiency performance, and financial knowledge. The participants were 43 sixth-grade students from two classes: the experimental group (n=26) and the control group (n=17). To investigate whether the digital storytelling results produced by the experimental group students under the cooperative learning approach are differed from the digital storytelling results produced personally by the control group personally, an experimental design was implemented throughout the 9-week-course. All the participants took the financial knowledge and English-speaking proficiency pre-tests and then received financial knowledge classes and digital storytelling instruction to help them effectively design digital storytelling videos which incorporated the concepts of financial knowledge and English-speaking skills. Descriptive analysis, independent t-test, paired t-test, one-way ANCOVA, and Pearson’s correlation were the primary analyses to evaluate the research questions. The results showed that the experimental group outperformed the control group in the overall digital storytelling performance, English speaking proficiency, and financial knowledge. In financial knowledge, both the experimental and control groups made significant progress in the post-test. Regarding speaking proficiency, the experimental group had significant improvement in the aspects of content, grammar, and vocabulary, compared to the control group. However, there were no significant differences in the aspects of fluency and proficiency. As for DST performance, the experimental group had significant improvement in the aspects of view, voice, and images. Nevertheless, there were no significant differences in the aspects of economy and originality. In addition, a positive association was shown between CL and speaking proficiency as well as between CL and DST performances. Furthermore, some implications for future English Education are discussed.

Aguilar, M., & Rodríguez, R. (2012). Lecturer and student perceptions on CLIL at a
Spanish university. International Journal of Bilingual Education and
Bilingualism, 15 (2), 183–197.
Ajaja, P. O. & Eravwoke, O. U. (2010). Effects of Cooperative Learning Strategy on
Junior Secondary School Students Achievement in Integrated Science. Electronic
Journal of Science Education (Southwestern University), 14(1), 1-18.
Alfares, N. (2017). Benefits and difficulties of learning in group work in EFL classes
in Saudi Arabia. English Language Teaching, 10(7), 247-256.
Amagir, A., Groot, W., Maassen van den Brink, H., & Wilschut, A. (2017). Financial
literacy of high school students in the Netherlands: knowledge, attitudes,
self-efficacy, and behavior. TIER Working Paper Series, 17/18.
Bernajean, P. (2004). DigiTales. The art of telling digital stories. Sedalia, CO: BJP.
Consulting.
Bibi, A. (2002). The comparative effectiveness of teaching English Grammar with the
help of textbook and by using Group work Activities [Unpublished Doctoral Dissertation].Allama Iqbal Open University.
Billitteri, T. J. (2009). Financial Literacy: Should courses be mandatory in schools?
CQ Researcher, 19(30), 717-740.
Burmark, L. (2004). Visual presentations that prompt, flash and transform. Media and
Methods, 40(6), 4-5.
Burnkart, G. S. (1998). Spoken language: What it is and how to teach it. Washington,
DC: CAL.Retrieved December 6, 2021, from http://www.nclrc.org/ essentials/ speaking/goalsspeak.htm.
Casal, S. (2008). Cooperative learning in CLIL contexts: Ways to improve students’
competences in the foreign language classroom. Paper presented in the IAIE
Conference Cooperative Learning in Multicultural Societies: Critical Reflections. Turin. Retrieved from http://soniacasal.wordpress.com/2008/10/18/cooperative-learning-inclil-contexts-ways-to-improve-students-competences-in-the-foreignlanguage-classroom/
Cassell, J., & Ryokai, K. (2001). Making space for voice: Technologies to support
children’s fantasy and storytelling. Personal Ubiquitous Comput, 5(3), 169-190.
Castellano Risco, I.O. (2015). How a CLIL approach may affect the size of receptive
vocabulary and the use of vocabulary learning strategies: An empirical study
focused on Extremaduran secondary learners. [Unpublished master’s thesis].
University of Extremadura.
Castro, M. A. B., & Nieto, M. A. (2007). Teaching science in CLIL: A sample lesson
plan for the non-linguistic areas. Theory Behind the Practice. Greta Journal, p.
47-59.
Chen, H. L, & Chuang, Y. C. (2020). The effects of digital storytelling games on high
school students' critical thinking skills. Journal of Computer Assisted Learning,
37(1),265–274. https://doi.org/10.1111/jcal.12487
Cheng, H. Y. (2012). Applying Twitter to EFL reading and writing in a Taiwanese
college setting. [Unpublished doctoral dissertation]. Indiana State University.
Chen, T.C. (2002). Difficulties and prospects of English teaching in elementary
schools. The Educator Bimonthly, 425, 15-19.
Cheon, H. (2003). The viability of computer mediated communication in the Korean
secondary EFL classroom. Asian EFL Journal, 5(1), 1-61.
Chien, C.W. (2017). CLIL lesson planning and material development in an English
wonderland. English as a Global Language Education (EaGLE) Journal, 3(2),
45-82.
Chu, H.C., Hwang, G.J., Tsai, C.C., & Tseng, J.C.R. (2010b) ‘A two-tier test approach
to developing location-aware mobile learning systems for natural science courses. Computers & Education, 54(1), pp.1618–1627.
Claudiocol. (2010, September 24). CLIL principle. English & ICT.
https://sites.google.com/site/mencionticingles2014torres/activities-and-subjects/new-technologies-and-second-language/clil-principles
Cohen, J. (1988). Set correlation and contingency tables. Applied Psychological
Measurement, 12(4), 425-434
Colon-Vila, A. (1997). Storytelling in an ESL classroom. Teaching PreK-8, 27(5),
58-59.
Coonan, C. M. (2007). Insider views of the CLIL class through teacher
self-observation- introspection. International Journal of Bilingual Education and Bilingualism, 10 (5), 625–646.
Coyle, D., Hood, P., & Marsh, D.(2010). Curricular variation in CLIL. CLIL: Content
and language integrated learning( pp 14-26). Cambridge University Press.
Crane, T., Wilson, J., Maurizio, A., Bealkowski, S., Bruett, K., & Couch, J. (2003).
Learning for the 21st century: A report and mile guide for 21st century skills. Retrieved December 1, 2021, from. http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to
principles. Annual Review of Applied Linguistics, 31(1), 182-20
Dalton-Puffer, C. (2008). Outcomes and processes in content and language integrated
learning: current research from Europe. In D. Werner and V. Laurenz
(Eds.) Future Perspectives for English Language Teaching. pp. 1-19. Heidelberg:
54Carl Winter.
Davis, A. (2004). Co-authoring identity: Digital storytelling in an urban middle
school.Technology, Humanities, Education and Narrative Journal, 1(1), 1-21.
Decortis F., Rizzo A. (2002). New active tools for supporting narrative structures. In
Personal and Ubiquitous Computing, 6 (5-6) , 416-429.
De Graaff, R., Koopman, G.J., Anikina, J, & Westhoff, G. (2007). An observation tool for effective L2 pedagogy in content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 10(5), 603–624.
Di Blas, N., Garzotto, F., Paolini, P., & Sabiescu, A. (2009). Digital storytelling as a
whole-class learning activity: Lessons from a three-years project. In I. A. Iurgel,
N. Zagalo, & P. Petta (Eds.), Interactive storytelling.pp. 14–25. Heidelberg:
Springer.
Eissa, H. M. S. (2019). Pedagogic effectiveness of digital storytelling in improving
speaking skills of saudi EFL learners. Arab World English Journal, 10(1),
127-138. DOI: https://dx.doi.org/10.24093/awej/vol10no1.12
Fen, G. (2011). Theme-based group teaching of college oral English: Endorsed by students in China EFL context. English Language Teaching, 4(1), 33-41.
Fernandez-Rio, J., Sanz, N., Cando, J. F., & Santos, L. (2016). Impact of a sustained
cooperative learning intervention on student motivation. Physical Education and Sport Pedagogy, 22(1), 89–105.
Fernández-Fontecha, A., O’Halloran, K. L., Wignell, P., & Tan, S. (2020). Scaffolding
CLIL in the science classroom via visual thinking: A systemic functional multimodal approach. Linguistics and Education, 55, 1-10. https://doi.org/10.1016/j.linged.2019.100788
Finch, A. E., & Sampson , K. (2004, July 13). KNUFLE/book-2/TG/pdf/ Tresources.
Retrieved May 25, 2021, from finchpark.com/: http://www.finchpark.
com/KNUFLE/book-2/TG/pdf/T-resources.pdf
Garfield, J. (2013). Cooperative learning revisited: From an instructional method to a
way of life. Journal of Statistics Education, 21(2). Retrieved from http://www.amstat.org/publications/jse/v21n2/garfield.pdf
Ghaith, G., & Malak, M. (2004). Effect of jigsaw II on literal and higher order EFL
reading comprehension. Educational Research and Evaluation, 10(2), 105-115.
Gillies, R., & Ashman, A. (1996). Teaching collaborative skills to primary school
children in classroombased work groups. Learning and Instruction, 6, 187–200
Godsted, D., & McCormick, M. H. (2007). National K-12 financial literacy research overview (Networks Financial Institute Report 2007-NFI-03). Retrieved December 30, 2021, from https://www.indstate.edu/business/sites/business.indstate.edu/files/Docs/2007-NFI-03_Godsted-McCormick.pdf
Goodyear, V. A., A. Casey, and D. Kirk. 2014. Hiding behind the camera: social learning within the cooperative learning model to engage girls in hysical education.Sport, Education & Society 19(6), 712–734.
Goris, J., Denessen, E & Verhoeven, L. (2019) The contribution of CLIL to learners’
international orientation and EFL confidence. The Language Learning Journal, 47(2), 246-256, DOI: 10.1080/09571736.2016.1275034
Gower, R., Phillips, D., & Walters, S. (1995). Teaching Readingpractice handbook
(New Edition). Oxford: MacMillan Education.
Greenspan, A. (2005). Remarks by chairman Allan Greenspan – Consumer Finance.
The Federal Reserve System’s fourth annual community affairs research
conference. Washington, DC, 8 April.
Grody, A., Grody, D., Kromann, E., & Sutliff, J. (2008). A financial literacy and
financial services program for elementary school grades—Results of a pilot study. Retrieved May 22, 2009, from http://ssrn.com/abstract=1132388
Gull, F., & Shehzad, S. (2015). Effects of cooperative learning on students’ academic achievement. Journal of Education and Learning, 9(3), 246-255.
Harrah, J., & Friedman, M. (1990). Economic socialization in children in a
midwestern American community. Journal of Economic Pyschology, 11,
495-513.
Hashemifardnia, A., Namaziandost, E., & Shafiee, S. (2018). The effect of
implementing flipped classrooms on Iranian junior high school students’ reading
comprehension. Theory and Practice in Language Studies, 8(6), 665–673.
Hibbing, A.N. & Rankin-Erickson, J.L. (2003). A picture is worth a thousand words:
Using visual images to improve comprehension for middle school struggle
readers. The Reading Teacher, 56(8), 758-767.
Hinkel, E. (2005). Handbook of research in second language teaching and
learning. NJ: Lawrence Erlbaum Associates, Inc.
Huang, M.Y., Lai, W.T., & Lu, C.M. (2013) The effectiveness of implementation on
the integration of financial education into junior high school established curricula.
Bulletin of Civic and Moral Education, 22, 39-74.
Hwang, W.Y., Shadiev, R., & Huang, S.M. (2011). A study of a multimedia web
annotation system and its effect on the EFL writing and speaking performance of junior high school students. ReCALL, 23(2), 160-180.
Jacob, K., Hudson, S., & Bush, M. (2000). Tools for survival: An analysis of financial
literacy programs for lower-income families. Chicago:Woodstock Institute.
John, Deborah Roedder. (1999). Consumer Socialization of Children: A Retrospective Look at Twenty-Five Years of Research. Journal of Consumer Research, 26 (3).
Johnson, D. W., & Johnson, R.T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Boston: Allyn & Bacon.
Johnson, D. W., & Johnson, R. T. (1990). Cooperative learning and achievement. In S.
Sharan (Ed.), Cooperative learning: Theory and research (pp. 173–202). New York, NY: Praeger.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2013). Cooperation in the
Classroom (9th ed.). Edina, MN: Interaction Book Company.
Johnson, D. W., & Johnson, R.T. (2014). Using technology to revolutionize
cooperative learning: An opinion. Frontiers in Psychology ,5, 1-3.
Jump$tart Coalition for Personal Financial Literacy (2012). Jump$tart coalition survey of personal financial literacy among students, College survey 2008.
http://www.jumpstart.org/survey.html
Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and
learning: The rhetorics of the science classroom. London: Continuum.
Lan, Y. J. (2015). Contextual EFL learning in a 3d virtual environment. Language Learning and Technology, 19(2), 16–31.
Lasagabaster, D. (2011). English achievement and student motivation in CLIL and
EFL settings. Innovation in Language Learning and Teaching, 5, 3-18.
Lau, S. (1998). Money: What it means to children and adults. Social Behavior and
Personality, 26(3), 297-306.
Lee, K., Kweon, S., Lee, S., Noh, H., & Lee, G. G. (2014). POSTECH immersive
English study (POMY): Dialog-based language learning game. IEICE Transactions on Information and Systems, 97(7), 1830–1841. https://doi.org/10.1587/transinf.E97.D.1830
Leontjev, D., & Antony DeBoer, M. (2020): Multimodal mediational means in
assessment of processes: an argument for a hard-CLIL approach. International Journal of Bilingual Education and Bilingualism, 1-16
Liao, H. C. (2009). Cooperative learning and EFL education: The past, the present,
and the future. Journal of National Taichung University: Humanities & Arts, 23(2), 87-108.
Lin, A. M. Y. (2012). Multilingual and multimodal resources in genre-based
pedagogical approaches to L2 English content classrooms. ‘English’—A changing medium for Education (pp. 79-103). Bristol, England: Multilingual Matters.
Llinares, A, & Dalton-Puffer, C. (2015). The role of different tasks in CLIL and
students’ use of evaluative language. System, 54, 69-79. http://dx.doi.org/10.1016/j.system.2015.05.001
Llinares, A. (2017). Classroom interaction in CLIL primary school classrooms:
Research insights to inform successful pedagogy. English as a Global Education (EaGLE) Journal, 3(1), 39-62.
Lopez-Fernandini, A., & Murrell, K. (2008). The effectiveness of youth financial education. Retrieved Decemner 10, 2021, from https://www.newamerica.org/asset-building/policy-papers/the-effectiveness-of-youth-financial-education/
Lu, Y.H., Yuan, Y. (2020). A Model of Bilingual Instruction in Mathematics: A
Preliminary Study. Taiwan Journal of Mathematics Education, 7(1), 1-26
Lusardi, A.,& Mitchell, O. S. (2014) The economic importance of financial literacy:
Theory and evidence. Journal of Economic Literature, 52(1), 5–44.
Malita, L., & Martin, C. (2010). Digital storytelling as web passport to success in the
21st century. Procedia-Social and Behavioral Sciences, 2(2), 3060–3064.
Malvezzi-Campeggi, F. (2013). Content and language integrated learning (CLIL): State of the art in Europe and in Italy. Journal of Postdoctoral
Research, 1(6), 38-44. doi: 10.14304/SURYA.JPR.V1N6.4
Mandell, L. (2009). Starting younger: Evidence supporting the effectiveness of personal financial education for pre-high school students. The National Theater for Children.
Marsh, D. (Ed.). (2002). CLIL/EMILE- The European Dimension: Actions, Trends and Foresight Potential. Jyväskylä: University of Jyväskylä.
Martínez Agudo, J. D. D. (2020). The impact of CLIL on English language competence in a monolingual context: A longitudinal perspective. Language Learning Journal, 48, 36–47.
Mehisto, P., Marsh, D. & Frigols, M. J. (2008). Uncovering CLIL, content and language integrated learning in bilingual and multilingual education. Macmillan.
Rahimi, M., & Yadollahi, S. (2017). Effects of offline vs. online digital storytelling on the development of EFL learners’ literacy skills, Cogent Education, 4(1), 1–13.
Ministry of Education in Taiwan (2014). Curriculum Guidelines of 12- Year Basic Education _ General Guidelines. Available online: https://www.naer.edu.tw/eng/PageSyllabus?fid=148 (accessed on 10 December 2021).
Ministry of Education in Taiwan (2006). Grade 1-9 Curriculum Guidelines-language arts learning area (English). Available online: https://www.k12ea.gov.tw/files/97_sid17/%E8%8B%B1%E8%AA%9E970526%E5%AE%9A%E7%A8%BF%E5%96%AE%E5%86%8A.pdf
Morgan, B. M., Rosenberg, G. P., & Wells, L. (2010). Undergraduate Hispanic student response to cooperative learning. College Teaching Methods & Styles Journal, 6(1), 7-12.
Nasri, M., & Biria, R. (2017). Integrating multiple and focused strategies for improving reading comprehension and l2 lexical development of Iranian intermediate EFL learners. International Journal of Applied Linguistics & English Literature, 6(1), 311–321.
Neo, T. K., Neo, M., & Kwok, W. J. (2009). Engaging students in a multimedia
cooperative learning environment: A Malaysian experience. Proceedings ascilite Auckland 2009. pp. 674-683. Retrieved January 10, 2021, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.412.457&rep=rep1&type=pdf
Nieto Moreno de Diezmas, E. (2016). The impact of CLIL on the acquisition of the learning to learn competence in secondary school education in the bilingual programmes of Castilla-La Mancha. Porta Linguarum, 25, 21-34.
Nieto, E. (2016). The impact of CLIL on the acquisition of L2 competences and skills
in primary education. International Journal of English Studies, IJES, 16(2), 81-101.
Ning, H., & Hornby, G. (2010). The effectiveness of cooperative learning in teaching
English to Chinese tertiary learner. Effective Education, 2(2), 99–116. https://doi.org/10.1080/19415532.2010.522792
OECD. (2005). Recommendation on Principles and Good Practices for
Financial Education and Awareness. Recommendation of the Council. July 11.
OECD. (2020). PISA 2018 Results (Volume IV): Are Students Smart about Money?, PISA, OECD Publishing, Paris, https://doi.org/10.1787/48ebd1ba-en.
Office of Financial Education (2002). Integrating financial education into school curricula: Giving America's uouth the educational foundation for making effective financial decisions throughout their lives by teaching financial concepts as part of math and reading curricula in elementary, middle, and high schools. Retrieved March 10, 2021, from https://files.eric.ed.gov/fulltext/ED471873.pdf
Ohlberger, S.,& Wegner, C. (2018). Bilingualer sachfachunterricht in deutschland und europa. Darstellung des Forschungsstands. HLZ. Herausforderungen Lehrerinnenbildung. Zeitschrift zur Konzeption, Gestaltung und
Diskussion, 1(1),45-89.
Olsson, E. 2015. Progress in English academic vocabulary use in writing among CLIL and non-CLIL students in Sweden. Moderna Språk, 109 (2), 51–74
Pala, A. (1995). The effect of cooperative learning in foreign language teaching. [Unprinted MA dissertation]. Dokuz Eylul University.
Pattanpichet, F. (2011). The effects of using collaborative learning to enhance students’ English speaking achievement. Journal of College Teaching & Learning, 8(11), 1-11.
Porter, B. (2004). The art of telling stories. Retrieved from http://www.digitales.us/
Prasetianto, M. (2015). CLIL as suggested English material for curriculum 2013: Indonesia context.Langlit An International Peer-Reviewed Open Access Journal, 1(3), 152 -157.
Precintha Rubini, A., James, P., Yong, K. L., & Yunus, M. M. (2019). Hear me out! Digital storytelling to enhance speaking skills. International Journal of Academic Research in Business and Social Sciences, 9(2), 190-202.
Rance-Roney, J. (2008). Digital storytelling for language and culture learning. Essential Teacher, 5(1), 29–31.
Richards, J.C., & Renandya, W.A. (Eds). (2002). Methodology in language teaching : An anthology of current practice. Cambridge University Press.
Robin, B. R. (2006). The educational uses of digital storytelling. Proceedings of society for information technology & teacher education international conference. 709-716. http://digitalliteracyintheclassroom.pbworks.com/f/Educ-Uses-DS.pdf
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228.
Roos, V., Chiroro, P., van Coppenhagen, C., Smith, I., van Heerden, E., Abdoola, R. E., Robertson, K., & Beukes, C. (2005). Money adventures: Introducing economic concepts to preschool children in the South African context. Journal of Economic Psychology, 5, 243-254.
Scott County Schools (2006). Digital Storytelling Rubric. Retrieved December 20,
2021, from http://electronicportfolios.com/digistory/dsrubric.pdf
Sharan, Y. (2010). Cooperative learning for academic and social gains: valued pedagogy, problematic practice. European Journal of Education, 45(2), 300–313.
Shih, J.L., Chuang, C.W., & Hwang, G.J. (2010). An Inquiry-based mobile learning approach to enhancing social science learning effectiveness. Educational Technology & Society, 13(4), 50–62.
Somdee, M., & Suppasetseree, S. (2012). Developing English Speakin g Skills of Thai Undergraduate Students by digital storytelling through Websites. Retrieved from http://www.litu.tu.ac.th/journal/FLLTCP/Proceeding/166.pdf
Stevens, R. J., Slavin, R. E., & Farnish, A. M. (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Journal of Educational Psychology, 83(1), 8-16.
Stuart, C. (1989). Be an effective speaker. Chicago: NTC/Contemporary Publishing Company
Suh, J. S. (2009). Reading concepts in cooperative work by EFL college students. English Teaching, 64(2), 151-171.
Sühendan, E. R., & Bengü, A. A. (2014). The attitudes of students towards cooperative learning in ELT classes. International Online Journal of Education and Teaching, 1(2), 31–45.
Suiter, M., & Meszaros, B. (2005). Teaching about saving and investing in the elementary and middle school grades. Social Education, 69(2), 92-95.
Tahriri, A., Tous, M. D., & MovahedFar, S. (2015). The impact of digital storytelling on EFL learners' oracy skills and motivation. International Journal of Applied Linguistics and English Literature, 4(3), 144-153.
Tedick, D., & Wesley, P. (2015). A review of research on content-based foreign/second language education in US K-12 contexts. Language, Culture and Curriculum, 28, 25-40. https://doi.org/10.1080/07908318.2014.1000923
The Financial Literacy and Education Commission(2006). Taking Ownership of the Future: The National Strategy for Financial Literacy. Available online: https://files.eric.ed.gov/fulltext/ED496720.pdf
Thornbury, S., & Slade, D. (2006). Conversation: from description to pedagogy. Cambridge University Press.
Tseng, C.Y., Luh, W.M., & Kao, S.M. (2020). The effect on English speaking through synchronous distance teaching for junior high school students. Journal of University of Taipei, 51(1), 35-52.
Tsou, W.L., & Kao, S.M. (2018). CLIL Teaching Resource- Discover Content and Langiage Integrated Learning. Bookman Press.
Wang, Z. (2014). Developing accuracy and fluency in spoken English of Chinese EFL learners. English Language Teaching, 7(2), 110-118. http://dx.doi.org/10.5539/elt.v7n2p110
Wang, M.C., & Cheng, Y.M. (2021). A study of applying a board game in the financial education for fifth graders. Journal of University of Taipei Education, 52(2), 31-53.
Yan, R. (2017). Analysis of problems in English classroom teaching and research on countermeasures. Research Results of Research on Teachers’ Teaching Ability Development, 3, 551-560
Yang, S.C., & Chen, Y.J. (2007). Technology-enhanced language learning: A case study. Computers in Human Behavior, 23(1), 860-879.