What to develop reading materials in EFL

機構典藏 > College of Foreign Languages and Literature > Graduate Institute & Department of English > Proceeding > Item 987654321/28633

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/28633

Title:	What to develop reading materials in EFL
Authors:	Lin, Chun-chung
Contributors:	淡江大學英文學系
Keywords:	教材;閱讀教材;英語教學;英語學習;多重智力理論;整合課程;Teaching Material;Reading Material;English Teaching;English Learning;Multiple Intelligence Theory;Integrated Curriculum
Date:	2001-12
Issue Date:	2010-01-07 10:25:50 (UTC+8)
Publisher:	臺北縣：淡江大學英文學系
Abstract:	This research aims to investigate the effects of technology and enriched teaching materials in the learning of Freshman English for English majors. This study integrated different subject areas in the contents of the teaching materials and made use of the web and multimedia software to enhance the students' learning of English. On the basis of Howard Gardner's Theory of Multiple Intelligences, the text is divided into six units of various fields: 1. Prose and General Science, 2. American and English Literature, and General Psychology, 3. English Comics and the Civilized Society, 4. Western Literature and Music, 5. English News, Voyages, and Human Geography, and 6. English Commercials and Syntax. Each unit is subdivided into seven sections of related topics. The study population consisted of 145 subjects who were English majors taking Freshman English in three classes. Three teachers selected the topics of their choices in their lectures, and students were asked to use the web and the learning software as supplemental learning materials after class. Questionnaires concerning students' interests in learning English, topics of interest, self-evaluation of personal English competence, and more were given in the beginning and at the end of the semester. Results show that more than half (57%) of the students were satisfied with the enriched teaching materials, about 56% of the students enjoyed the texts, 62% of the students felt that they had more interaction in doing group activities, about 22% of the students made use of the Internet (improved by 16% from previous semester), and 63% of the students were pleased with film presentations and the discussions afterwards. Overall, affirmative responses were given by the students in regard to the enriched teaching materials and there were positive effects on the students' motivations in learning English.
Relation:	淡江大學全球化與地方化時代之英語文教學國際會議論文集=PROCEEDINGS of Tamkang International Conference on TESOL:Methodology and Pedagogy in the Age of Glocalization,pp.25-37
Appears in Collections:	[Graduate Institute & Department of English] Proceeding

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