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contests, extensive exposure like movies, video games, novels and so on cannot only increase their contact to the target language, but also enable them to come up with creative plots, all of which help them improvise stories onstage. Also, students can learn different genres in English writing (e.g., exposition and argumentation) beforehand so that they can have better capacity in drafting outlines for impromptu speech. In other words, having exposure to the target language in different ways of input and output can have a positive effect on leading a good speech.
Last but not least, speaking in public can be a nightmare for many learners, especially students with Confucius heritage backgrounds. Thus, through sharing the growth harvested from participating speech contests can encourage more students to be willing to join the contests.
For administrators
It is suggested that the related administrative units hold the speech contests in the Spring semester so as to allow both teachers and students to have more
preparation time. As introduced in Chapter Three, the time for preparation was not sufficient enough for Ashley to train students since she only had two weeks available for her to arrange related trainings. However, cultivating the ability to deliver a speech onstage can’t be done within a short period of time. With more time devoted to the preparation, the students’ performances have higher possibilities to be improved, thus increasing their motivation and confidence in learning. What’s more, to assist them in coping with the challenges, holding camps or workshops for students and teachers respectively could help them tackle the difficulties more efficiently and effectively.
5.6 Limitations of the Study
The study revealed the difficulties the two participants confronted, the coping
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strategies they employed, and their growth from the process of preparing for the speech contests. However, the researcher still recognizes some limitations of the current research. First, due to the time limits, students’ preparation of intra-school speech contests started as early as the second week of the semester; hence, the
researcher did not have sufficient time to conduct a pre-contest interview to document their attitude about the speech contests. Although I asked these questions in the post-contest interviews, the description may be more detailed and approximate to the reality then, if I had conducted the interview before the contest.
Directions for Future Research
Based on the findings of the present study, some directions for future research are proposed. First, this study collected only observation and interview data. Future studies can adopt stimulated recall so as to have a more comprehensive understanding of challenges encountered and coping strategies. Second, the participants of the study all come from families with high social status and study at a prestigious school in Taipei City. That is, the resources from their family make them have more exposure in English. Therefore, to have a more holistic understanding of how senior high school students perceive speech contests, learners with an alternative background or different proficiency levels can be investigated to understand their challenges and coping strategies. Third, Ashley, the instructor, played a crucial role as well in providing assistance in helping students overcome their challenges. To better deal with learners’
problems, teachers may have confronted obstacles during the process of coaching;
hence, the teachers’ perspective on speech contests can be the topic of future research.
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APPENDIX A
Consent Form for Observation and Interviews
Dear participants:
I am Yu-Pei Huang, an M.A. student of the TESOL program in National
Chengchi University. Now, I am working on my thesis, Exploring the Challenges and Personal Growth from Speech Contests: A Case of a Senior High School in Taiwan.
For thorough investigations, I would like to explore the instructional process of the English speech contest with the aid of observation. I am also interested in the challenges the students have confronted and growth they have reaped respectively after the participation of the English speech contest. To have a better understanding of that, interviews will be employed to attain more sufficient data.
In the present study, you may have one interview, and that will be conducted for about one hour and half. Before the interview, the interview protocols will be
presented to the participant beforehand. If any question is inappropriate for you to answer, adjustments will be accepted. For further data analysis, all of the interviews and observations will be recorded throughout the process. All of the collected data will be used for the purpose of research alone, and no data breach is allowed. Real personal identities will be substituted as pseudonyms. If any other third party is mentioned during the interview, it will also be processed anonymously. All of the data in this study will be deleted once the research is done. If you agree with the
above-mentioned statements, please sign in the following blanks. Millions thanks for your participations of this study.
From Yu-Pei Huang, an M.A. Student of the TESOL program in NCCU
□ I have read the above-mentioned statements and voluntarily participate in this study.
Participant’s signature：________________ Date： ___(YY)___(MM)___(DD) Reseacher’s signature：________________ Date：___(YY)___(MM)___(DD)
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APPENDIX B
觀察訪談同意書 親愛的老師/同學您好：我是政治大學英語文學系碩士班英語教學組的學生，目前正著手於碩士論的
撰寫，研究主題為「探索演講比賽的挑戰與收穫─以一所台灣的高中為例」。希
望能透過旁觀觀察，進一步探討英語演講比賽的教學歷程。也能透過深入訪談，
能更了解演講比賽所帶給師生的收穫與挑戰。
在此次研究，需要您的訪談，訪談時間約進行一個半小時。並會在訪談前，
將題目給您過目，若有覺得不妥之處，亦可再作修改。為便於日後研究分析，本 研究的觀察與訪談皆會全程錄影錄音。而錄影錄音的內容，僅供本研究使用，絕 不外洩。而個人身分將以匿名代替真實姓名，訪談中若有提及第三人者，也將以 匿名處理。所有相關資料在研究完成後，將進行銷毀。若您同意以上內容，請您 簽下您的姓名。個人在此致上萬分謝意，感謝您的參與。
國立政治大學英國語文學系英語教學組碩士生 黃毓培敬上
□我已閱讀上述說明，並同意自願參與本研究相關觀察與訪談。
受訪者簽名：________________ 日期：________
研究者簽名：________________ 日期：________
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7.在正式比賽結束後，會給學生其他意見嗎？
8.老師為什麼會想要這樣子來指導學生演講？
9.每一年(學生)指導的方式有什麼不同嗎？影響指導方式不同的因素大致 上有哪些呢？
Topic Domain Three 指導時間分配
Lead-off Question 像老師一次要輔導六個學生參賽，時間上大多怎麼安排？
Follow-up Questions
1.影響老師對每位學生指導時間或方式不一樣的原因? 調整的原因或方式?
Topic Domain Four 老師認為學生面臨的困難
Lead-off Question 在去年指導學生的經驗裡，老師會認為不同時期學生會遭遇到 什麼不同的困難嗎？
Follow-up Questions
1.有沒有遇過學生的哪些困難是令老師印象深刻的呢？可以簡單描述一下情況 嗎？
2.老師認為是什麼因素造成同學們的困難？
3.老師通常都如何幫助學生解決的？
4.為什麼老師覺得這樣的教學可以協助學生的困難？
5.學生的困難真的有在比賽前順利克服嗎？
6.對多數學生而言，準備演講比賽最困難的部分為何？為什麼？
7.有沒有遇過哪些學生的困難，是老師無法解決的？可以描述一下當時的情況 嗎？
Topic Domain Five 老師認為學生的收穫
Lead-off Question 根據老師的觀察，學生在參加完比賽後，學生的英文有從哪幾 個方面提升了？可否舉例學生比賽前及比賽後有從哪幾個方面提升了呢？除英 文方面,還有什麼收穫嗎?
(內容構思/組織內容/演說技巧/學習動機/自我實現) Follow-up Questions
1. 有遇過有學生在參加完比賽後，更害怕英文的同學嗎？或英文變糟糕?
2. 演講比賽對於非參賽的學生而言，也會有學習上的幫助嗎？
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Now, I am working on my thesis, Exploring the Challenges and Personal Growth from Speech Contests. The purpose of the study is to investigate the instructional process of the English speech contest, and the challenges the students have confronted and benefits have reaped after the participation of the English speech contest. The questionnaire is made to have an brief understanding of your English learning background. All of the results in this questionnaire will be collected for my research alone and your personal information will be kept in total confidentiality. Please fill out the following questions without worries. If you have any questions about the research or your personal rights, welcome to contact me. My contact information is as the follow. (E-mail: [email protected] ；Mobile: 0920789855)
國立政治大學英國語文學系英語教學組碩士生 黃毓培敬上 日期：___年___月___日 From Yu-Pei Huang, an M.A. Student of the TESOL program in NCCU
Date:___(YY)___(MM)___(DD) 1. 姓名 Name：_____________
2. 年級 Grade：______________
3. 學習英語的時間 Duration of English Learning：_____年 year(s)
4. 是否參加過英語檢定考試？Have you ever taken English proficiency tests?
□ 是(請繼續回答第 5 題) Yes. (Please go to Question 5)
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□ 其他 Others: ____________________
級別 Level/ 分數 Grade: _____________________
6. 是否有在英語系國家就讀經驗？
Have you ever studied in English-speaking countries?
□ 是(請繼續回答第 7 題) Yes. (Please go to Question 7)
□ 否(請直接回答第 8 題) No. (Please go to Question 8)
7. 在英語系國家就學的時間
Duration of Study-abroad Experience
□ 0~3 個月以下 no more than 3 months
Have you ever taken part in any English speech contest?
□ 是(請繼續回答第 9 題) Yes. (Please go to Question 9)
□ 否(請直接回答第 10 題) No. (Please go to Question 10) 9. 比賽名稱 Title(s) of the speech contests:_______________
比賽名次 Final places:_________________
10. 是否有參加過其他相關的英語競賽？
Have you ever taken part in any other English-related competition?
□ 是(請繼續回答第 11 題) Yes. (Please go to Question 11)
□ 否(請直接回答第 12 題) No. (Please go to Question 12) 11. 比賽名稱 Title(s) of the speech contests:_______________
比賽名次 Final places:_________________
12. 聯絡方式 Contact Information 電話 Mobile:_____________________
電子信箱 E-mail:____________________
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可否描述一下，比賽那天，當你抽到什麼題目？以及看到題目的當下感覺如何？
Follow-up question(s):
1. 在準備的六分鐘內，你可否簡述一下你是如何構思內容？為什麼會想要這樣
構思內容？
2. 在上台的兩分鐘左右，你可否簡述一下你當時所講與當初所想有何不同？做
了哪些調整？為什麼想要這樣調整？
Topic Domain Eight:
自我回饋與省思 Lead-off Question:
對於自己在這次演講比賽的表現，若滿分為十分，你自己會給自己打幾分？為什 麼？
Follow-up question(s):
1. 如果比賽當天是____分，那麼與你第一次練習的情況相較，你給你自己打幾
分？為什麼？
2. 這次的比賽演說，和練習時相較，你認為進步最多的在哪裡？
3. 如果這次比賽的演說能再來一次，你會想要再如何調整呢？
4. 這次比賽，你認為最厲害的參賽者是誰？為什麼他/她在你心中是最厲害
的？你從他/她身上學到什麼？
5. 未來如果有機會，你還會願意參加英文演講比賽嗎？為什麼(不)？
6 經過了這次比賽的洗禮，你會願意推薦其他同學參加英語演講比賽嗎？為什
麼(不)？
7. 回顧整個培訓過程與比賽，你認為你遇到遇到最大的問題是什麼？為什麼？
你最後在比賽時，當時的困難有得以順利解決嗎？
8. 回顧整個培訓過程與比賽，你個人覺得最大的收穫是什麼？