國立虎尾科技大學 |

A Qualitative Case Studying Collaboration Use to Improve Listening Instruction in Taiwanese Secondary Schools.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Qualitative Case Studying Collaboration Use to Improve Listening Instruction in Taiwanese Secondary Schools./
Author:	Chang, Pearl.
Description:	1 online resource (279 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Foreign language education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355827736

A Qualitative Case Studying Collaboration Use to Improve Listening Instruction in Taiwanese Secondary Schools.
Chang, Pearl.

A Qualitative Case Studying Collaboration Use to Improve Listening Instruction in Taiwanese Secondary Schools. - 1 online resource (279 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Walden University, 2018.

Includes bibliographical references

Taiwan English teachers in secondary schools are facing a new challenge of having to teach listening comprehension skills to their students. Many instructors are not equipped to deliver adequate listening instruction although listening comprehension has become a benchmark for senior high students aspiring to enter a tertiary institution and earn a college degree. Instructors, students, parents, administrators, and members of the Ministry of Education agree that there is a need to meet the demands of the National English Curriculum Standards. Weimar's approach of learner-centered teaching served as the conceptual foundation for this study since the focus was on ways teachers could work collaboratively to learn evidence-based strategies for teaching listening comprehension skills. Guided by 4 research questions, the study investigated the perspectives of 4 teacher-participants at a Northern District Senior High regarding the process of teaching listening comprehension. In this qualitative study, an inductive analysis was used to define themes and concepts to discern any patterns and relationships connected with the data collected: interviews, classroom observation and unobtrusive measures. The findings showed that teacher-led peer coaching, via collegial collaboration, led to the building of teaching communities and more effective use of evidence-based strategies for improving the teaching of listening comprehension. This improved teacher pedagogy may lead to a positive social change whereby teachers have skills for teaching listening comprehension and students are better prepared for further schooling. Components of the project also can be used by other school districts and educational organizations where the administration can use the model to further advance similar workforce capacity in teaching L2 learners listening instruction.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355827736Subjects--Topical Terms:

1148430
Foreign language education.
Index Terms--Genre/Form:

554714
Electronic books.

A Qualitative Case Studying Collaboration Use to Improve Listening Instruction in Taiwanese Secondary Schools.
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504 $a Includes bibliographical references
520 $a Taiwan English teachers in secondary schools are facing a new challenge of having to teach listening comprehension skills to their students. Many instructors are not equipped to deliver adequate listening instruction although listening comprehension has become a benchmark for senior high students aspiring to enter a tertiary institution and earn a college degree. Instructors, students, parents, administrators, and members of the Ministry of Education agree that there is a need to meet the demands of the National English Curriculum Standards. Weimar's approach of learner-centered teaching served as the conceptual foundation for this study since the focus was on ways teachers could work collaboratively to learn evidence-based strategies for teaching listening comprehension skills. Guided by 4 research questions, the study investigated the perspectives of 4 teacher-participants at a Northern District Senior High regarding the process of teaching listening comprehension. In this qualitative study, an inductive analysis was used to define themes and concepts to discern any patterns and relationships connected with the data collected: interviews, classroom observation and unobtrusive measures. The findings showed that teacher-led peer coaching, via collegial collaboration, led to the building of teaching communities and more effective use of evidence-based strategies for improving the teaching of listening comprehension. This improved teacher pedagogy may lead to a positive social change whereby teachers have skills for teaching listening comprehension and students are better prepared for further schooling. Components of the project also can be used by other school districts and educational organizations where the administration can use the model to further advance similar workforce capacity in teaching L2 learners listening instruction.
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