The Teacher-researcher’s Reflections

In the present study, the teacher-researcher served multiple important roles. He worked as a teacher to the students, a researcher to the whole study, and also a designer of the culture learning program. The teacher-researcher found that a large amount of the students’ learning from textbooks focused on the four basic skills, listening, speaking, reading, and writing. However, intercultural awareness seemed to

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play a significant role in real-life communications. Success in language skills did not guarantee success in cross-cultural interactions. Therefore, the teacher researcher designed a series of lessons to compensate for the lack of adequate culture learning in the original textbooks. Meanwhile, he investigated the impact of culture learning on the students’ English learning and stated some valuable implications based on the results from the qualitative and quantitative data.

Throughout the whole process, the teacher-researcher have become more

professional in three aspects. Firstly, he has become an active and experienced teacher who is willing to develop his own courses to meet the students’ needs. In the past, the teacher-researcher was more like a teacher who relied mainly on textbooks and taught accordingly. But now, he’s become more critical in teaching content as well as more aware of his students’ learning needs. The teacher-researcher has learned to discover his students’ problems in learning and to develop courses that cater to their needs.

Secondly, the teacher-researcher has also become more competent in doing an action research. In the present study, he observed and stated the problems encountered by his students. In addition, he designed a learning program, conducted the lessons, and observed his students’ performances by collecting data quantitatively and

qualitatively. He also analyzed the results and offered some implications. Through the process, he’s done some contributions to the field of language learning. Last but not least, the teacher-researcher has become a successful facilitator who exerts positive impact on his students and colleagues. The teacher-researcher guided his students to learn diverse cultures and helped raise their intercultural awareness. What’s more, the teacher-researcher shared his culture learning program with his colleagues at school and successfully facilitated these teachers to work together as a team. In the past, teaching was considered an individual behavior, and teachers didn’t usually exchange teaching ideas. But now, some of the teachers have begun to share teaching materials

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and even develop courses together. The culture learning program has served as little sparkles which are expected to shed light on the growth of professional development and teacher collaboration.

In conclusion, the present study has enabled the teacher-researcher to develop his own courses, to observe and fix the problems, and to facilitate teacher collaboration. It is necessary for modern language teachers to be equipped with the above-mentioned abilities, which echo the goals of the new 12-year curriculum. It is also hoped that in the future teaching career, the teacher-researcher could continue developing courses suitable for his students as well as motivating more teachers to collaborate.

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二、跨文化溝通相關知識 / Cross-cultural Communication Knowledge

7. 我知道世界上其他文化的日常生活習慣。 □5 □4 □3 □2 □1

8. 我知道歷史和社會政治上的因素會對不同文

化人士的態度與行為產生影響。 □5 □4 □3 □2 □1

9. 與不同文化背景人士互動時，我知道如何合

適地應對。 □5 □4 □3 □2 □1