五、攜回資料名稱及內容研討會大會手冊一本

四、建議

此次研討場地為愛知縣勞動產業研究中心，類似一辦公大樓，雖無開闊的戶外空間，

但因各研論室密集分布於上下幾層樓中，移動與轉換場地十分便利，會場即時訊息的公布亦能快速傳達予參與人員，或可為未來國內大型研討會之參考。

五、攜回資料名稱及內容研討會大會手冊一本六、其他

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寄件者： JALT2010 database manager 收件者： [email protected]

主旨： JALT2010 presentation proposal status notification 日期︰ 2010年7月25日上午 10:18:15

Dear Dr Shu-Chen Huang,

We are thrilled to inform you that your proposal for a Short Paper has been accepted for the JALT2010 Annual Conference to be held November 19 to November 22, 2010 in Nagoya, Japan. Your details are:

Contact: Shu-Chen Huang Presentation number: 1576

Title: Creativity in a College EFL Learning Project Format: Short Paper

Content area: Speaking/Communication

Presenters: Huang, Shu-Chen - National Chengchi University Day: Saturday

Date: November 20th

Time: 3:50 PM - 4:15 PM (25 minutes) Room: 1204

During the vetting process, our reading committee members are encouraged

presentations each reader needs to work with, it is just not possible to give advice or comments for everyone. Where the readers have left

comments, they are below. We hope you find these useful in planning your presentation, or in making future submissions.

At this point, there are three more things we need you to do:

1. Confirm your presentation. Go to <http://jalt.org/2010/confirm.php?

p=1576> and follow the instructions. This lets us know you have received and read this message and that you still intend to present at JALT2010.

The deadline is August 1 to confirm your intention to present. As we have a long waiting list to present this year, presenters who do not confirm by the August 1 deadline will have their presentations cancelled and their spot given to someone else.

2. Pre-register for the conference by Friday, October 1. Refer to the Conference Preview in the July/August issue of The Language Teacher, or register online at <https://jalt.org/joining>.

Note that as contact person for your presentation, it is your responsibility to ensure that all co-presenters also pre-register, and that all the necessary AV equipment is ordered and paid for. Presenters who do not pre-register by the October 1 deadline will have their presentations cancelled.

3. You are invited to post your presentation abstract on JALT Forums

<http://forums.jalt.org/index.php/board,55.0.html>, where visitors can read and comment on your abstract. This is a great way to generate interest in your presentation and engage others in dialogue on the topic. An explanation of JALT Forums is available at <http://

forums.jalt.org/index.php/topic,626.0.html>.

Finally, thank you for taking the time to participate in our annual

conference, and we look forward to working with you to make JALT2010 a successful event! See you in Nagoya

Kind regards, Suzanne Bonn

JALT2010 Program Chair

<[email protected]>

Reader Comments ---

--- ---

__________ Information from ESET NOD32 Antivirus, version of virus signature database 5543 (20101018) __________

投影片 1

Creativity in a College EFL Learning Project

The Evolution of a College EFL Learning Project – Problems and Solutions

Topics for the Group Project

Associated In-class Materials

Time Frame and Development Stages

Latest Form of the Course Project – Spring 2010

投影片 3 On Teacher/Teaching Creativity

2010/11/20 3

Teaching as an art vs. science

“…The quality of this interaction is influenced by teachers' decisions, their timing, their choice of tasks, even the use of their voices. When all this happens, when everything flows, …teaching ceases to be an action and becomes art” (Pugliese, 2005)

Combinational creativity – to produce new ideas by associating or combining old ideas in unfamiliar ways

Exploratory creativity – learning rules and then exploring what the rules allow one to do

Transformational creativity – altering, adapting or breaking conceptual rules

2010/11/20 1. Involve the solution of a problem

2. Result in an end product

PBL – common characteristics

1. Relatively long term

2. Teacher role as advisory, not authoritarian 3. Authenticity and contextualization 4. Open-ended, allowing variation 5. More learner control

6. Opportunities for modification and revision (Adderley et al., 1975; Blumenfeld et al., 1991; Helle, Tynjälä, &

Olkinuora, 2006; Johari & Bradshaw, 2008)

投影片 5 On the Effectiveness of PBL

2010/11/20 5

Not much serious positive evidence

Consistent effect of cooperative learning from a meta-analysis (Springer et al., 1999)

No conclusion on PBL, teacher interpretation and pedagogy intervenes (Turnbull, 1999)

Best on satisfaction, but knowledge/skill ? (medical)

Needs satisfaction, only for highly self-determined students

Perceived skills learned and metacognition, null

On enjoyment and value, ¾ groups significant decreases

投影片 6 On the Effectiveness of PBL

2010/11/20 6

Conditional on…

Student involvement in curriculum decisions (Turnbull, 1999)

Student embark on projects with intrinsic or more autonomous forms of motivation (Liu et al., 2009)

Cooperation, quality of group process but not group heterogeneity; high/low achievers can both achieve (Cheng et al., 2008)

Properly trained tutor to provide instruction in problem-solving (Norman & Schmidt, 2000)

2010/11/20

Student self-initiated topics, related to life on campus

Prospective and newly arrived international students are usually informed officially only.

How can we, as local students who can communicate with them, help them get to know the campus and surroundings better?

Current Form of the Project and the Product

To become future global citizens, we need to look beyond Taiwan and be aware of and understand environmental and cultural differences. In order to do that, we also need to be able to search, collect, synthesize information and report effectively.

-> A Comparison between Taiwan and another country on one specific issue

Input: web search + international student informants

Output: A group presentation to be videotaped

投影片 8 The Evolution

2010/6/20 8

Academic Year 2007

NCTU (1 term) 2008-2009

NCCU (1 year) 2009-2010 NCCU (1 year)

Topics Campus Life Campus Life +

Young Adult Subcultures

Comparison on one issue:

Taiwan vs. ? Associated In-class

Materials Short Articles on US Campus Life +

Audio + Discussion Qs Extensive Readings + Podcasts + Qs Time Frame and

Stages One Single Final

Stage Completion 1^st

term; Revisions 2^nd term

2010/6/20

___________________________________

投影片 11

2010/6/20 11

___________________________________

投影片 12

2010/6/20 12

___________________________________

2010/11/20

Advantages of old topics: student familiarity with content, easy access to information, confidence

Disadvantages: unidirectional, more surface-level concerns, not much research needed, lack of opportunity for critical thinking, lack of an international perspective, topic similarity and exhaustion

Solutions: adding a comparison component, trying to be more specific, creating needs for learning new things through reading/listening/speaking, giving opportunity for critical thinking and cultural comparison

投影片 14 Specific Project Topics

2010/11/20 14

2007

Student Camps, Entertainment on Campus, Campus Sculptures/Modern Art, Restaurants on Campus, BBS, Proclamation of Affection

2008

NCCU Alumni, NCCU Libraries, NCCU Ghost Stories, NCCU Freshmen Activities, Food Around NCCU, Sceneries Around NCCU/Taipei, Night Markets, Uniform Day…

2009

“Coming with us tonight?” Nightlife – Taiwan vs. El Salvador

Studying Abroad – Taiwan vs. India

Life Style – Taiwan vs. Britain

Food Culture – Taiwan vs. Japan vs. France

Dietary Culture – Taiwan vs. Korea

TV Series – Taiwan vs. America

College Life – Taiwan vs. El Salvador

投影片 15 Problems and Solutions - 2

2010/11/20 15

Associated In-class Materials (input)

Student reported challenges: terms, expressions, cultural-bound concepts, speaking in front of others

Teacher observation of problems

Information source more local and limited

Not enough extensive reading and listening

Solutions

Longer texts on the Internet as core class materials

Podcasts

Materials related to intercultural issues

The above materials used for in-class discussions

2010/11/20 http://www.icye.org/eng/newsletter/ICYENewsletter20-Nov09.pdf

ICYE Activity Report (39 pages, South Africa; 36 pages, Germany) http://www.icye.org/downloads/berlinjan2008.pdf

Chapter 3, Global Business Today: Differences in Culture (pp.80-92), Part I

Chapter 3, Global Business Today: Differences in Culture (pp.92-109), Part II

Chapter 3, Global Business Today: Differences in Culture (pp.109-119), Part III

Study and Research Abroad (6 pages)

http://www.prospects.ac.uk/cms/ShowPage/Home_page/Study_and_research _abroad/p!ecdfijm

Working Abroad (17 pages)

http://www.prospects.ac.uk/cms/ShowPage/Home_page/Working_abroad/wh y_do_it_/p!eeXmbdc

American Values and Assumptions (9 pages)

http://www.johnevenhuis.com/docs/Core%20Reading%201.pdf

Four Stages of Culture Shock (3 pages)

http://www.diversityabroad.com/parents/cultural-shock#Honeymoon

投影片 17 Input - Podcasts

2010/11/20 17

Introduction to Podcasts as a language learning resource (27’34”)

From the eyes of an exchange student (34’05”)

NPR: Ask Amy – Coping with a college roommate (17’00”) with script, with audience comments on the webpage

http://www.npr.org/templates/story/story.php?storyId=106928442

Problems in the first year of college (5’51”) (15-01-2008)

NPR: Aliens in America – a sitcom (4’17”) with script http://www.npr.org/templates/story/story.php?storyId=14383616

Mansfield U: Student to Mexico (14’13”) with script

http://podcasts2.mansfield.edu/wordpress/tag/student-exchange/page/2/

Mansfield U: Student from Senegal (19’17”) with script

BBC: Personal Saving in China (22’51”)

BBC: Business School Responsibilities (23’04”)

Studying in the U.S. (16’59”)

投影片 18 Problems and Solutions - 3

2010/11/20 18

Time Frame and Procedures

Student reported challenges: coordination of schedule with members, share of work, member procrastination; continuous revision

Novelty component disappeared in revisions

High school graduates, not ready yet?

Solutions

shifting to 2^ndsemester rather than a 2-semester project

3 stages “plan, progress, final report” to replace multiple revisions

Objectives/Topics

投影片 20 Course Objectives

Authentic

Cultivate a Healthy Attitude for

投影片 21 Major Requirements

•An opportunity for review

•Skills in locating and identifying information

•Listening + summary writing

•Reflection on English learning

•Based on assigned readings and podcasts

•Five discussion questions given beforehand

•Whole-class discussion

•First lecture: Week 4

•Five 200-word summaries

•Overall comments + specific areas identified for modification

•Final Presentation: Week 17

Oral

10 Podcasts, average length 20 min., various accents

Source: BBC, NPR, Mansfield U, Sabanchi U, etc.

Topics: College Life, Exchange Students, Social Issues…

Format: interview, call-in, documentary

Reading

7 documents, 128 pages

Topics: international student activity report, cultural differences, information on study/work abroad, cultural shock

2010/11/20

投影片 23 Listening, Reading, Class Discussion 2/2

Class Discussion

1 of 2 hours per week

Based on the listening/reading materials of the week

5 or more discussion questions posted on e-platform at least a week before class

Restate -> summarize ->

comment -> sharing of relevant personal experiences

Listen/read before class

2010/11/20

投影片 24 Group Project 1/2

Orientation：Input materials, previous products, class visits by int’l students (Gambia, El Salvador, Germany, France, Nicaragua, Korea, Peru, Britain, etc.）

Student hosts and commentators, guidelines and reflections

Phase I

Powercam Files

Studying Abroad: Taiwan vs. India

Popular TV Series: Taiwan vs. America

College Education: Taiwan vs. El Salvador

Young People’s Entertainment: Taiwan vs. Japan

Dietary Culture: Taiwan vs. Korea

Life Style: Taiwan vs. Britain

“Coming with us tonight?” Night Life:

Taiwan vs. El Salvador

…

投影片 26 Summary Writing

Importance and principles of summary writing (TOEFL iBT, GEPT, entrance exams)

Using teacher’s notes as examples for summarizing

Based on readings/podcasts

5 summaries: 4/4, 4/25, 5/9, 5/23, 6/6

Class discussions based on student work

Introducing writing resources

Writing Center/one-on-one tutoring

2010/11/20

• More coherent, input + output

• Input:

• Interesting and stimulating

• Output:

• 3 stages, better preparation

• Powercam, a nice tool

Problems solved

• Summary writing: fewer times for better quality?

• Discussion: extended to e-platform

• Earlier use of Powercam

• Integrating KM and e-learning platform

Problems

H U A N G 9 1 @ N C C U . E D U . T W 2 0 1 0 / 1 1 / 2 0

___________________________________

日期:2012/06/15

在文檔中設定目標以激勵口語品質的提升---目標明確度與參照對象的研究 (II) (頁 54-66)

五、攜回資料名稱及內容 研討會大會手冊一本

四、建議

此次研討場地為愛知縣勞動產業研究中心，類似一辦公大樓，雖無開闊的戶外空間，

但因各研論室密集分布於上下幾層樓中，移動與轉換場地十分便利，會場即時訊息 的公布亦能快速傳達予參與人員，或可為未來國內大型研討會之參考。

五、攜回資料名稱及內容 研討會大會手冊一本 六、其他

無

但因各研論室密集分布於上下幾層樓中，移動與轉換場地十分便利，會場即時訊息的公布亦能快速傳達予參與人員，或可為未來國內大型研討會之參考。

五、攜回資料名稱及內容研討會大會手冊一本六、其他