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Tsui, Cynthia – Taiwan Journal of TESOL, 2018
English-medium instruction (EMI) has become a driving force behind the curriculum reform in higher education around the world. The current study, drawn from a larger project that involves an EMI teacher development program, explores subtle nuances of change in teachers' self-efficacy beliefs, employing Bandura's theory of self-efficacy (Bandura,…
Descriptors: Case Studies, Self Efficacy, Language of Instruction, English (Second Language)
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Chao, Chin-chi – Taiwan Journal of TESOL, 2018
Aiming to develop a contextualized understanding of language learner agency (LLA) as defined by van Lier (2008), this study asks the question: How do Taiwanese EFL learners of two generations under different educational policies and social atmospheres narrate their English learning experiences and exert LLA differently? Narrative and interview…
Descriptors: Case Studies, Age Differences, English (Second Language), Second Language Learning
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Wang, Bo; Yu, Shulin; Teo, Timothy – Taiwan Journal of TESOL, 2018
Previous research has revealed that teacher feedback encourages students' learning of a second language and improves task performance. While former quasi-experimental studies emphasized the positive effects of formative assessment and feedback by teachers on developing oral presentation competence, it remains unclear about the processes during…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Feedback (Response)
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Lo, Yi-Hsuan Gloria – Taiwan Journal of TESOL, 2017
A curriculum is a form of politics (Apple, 1993). The politics of a curriculum defines what is legitimate and valued and what is not. In Taiwan, the objectives of vocational high school (VHS) education are to prepare students to acquire relevant professional knowledge and practical skills and to integrate them into their future career development.…
Descriptors: Case Studies, Vocational High Schools, English for Special Purposes, Second Language Learning
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Jing Jing, Ma – Taiwan Journal of TESOL, 2017
One of the key aims of formative assessment in higher education is to enable students to become self-regulated learners (Nicol & Macfarlane-Dick, 2006). Based on Nicol and Macfarlane-Dick's (2006) framework, this exploratory study investigates which formative assessment practices proposed by them were used by one college EFL writing teacher to…
Descriptors: Foreign Countries, Formative Evaluation, Self Control, Case Studies
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Wu, Hao-yu – Taiwan Journal of TESOL, 2017
Imagined identity, referring to the ideal self that L2 learners aspire to become in the future (Norton & Toohey, 2011), has been identified as a critical factor that could guide learners to make a learning investment that they believe would in turn reward them with the social capital for which they yearn (Kanno & Norton, 2003). This…
Descriptors: Second Language Learning, Self Concept, English (Second Language), Second Language Instruction
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Tseng, Ming-i Lydia – Taiwan Journal of TESOL, 2017
Language teacher identity (LTI) has gained prominence in second language education in the recent two decades, particularly the complexity of identity construction in the changing context shaped by local and global forces. This study adds to recent work on LTI by exploring how Asian teachers of English as a foreign language (EFL) constructed their…
Descriptors: Service Learning, Preservice Teachers, Student Attitudes, Professional Identity
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Liao, Pei Chia – Taiwan Journal of TESOL, 2017
NNESTs have diverse educational backgrounds. For example, a number of non-native English-speaking teachers (NNESTs) have obtained their degrees abroad in English-speaking countries and have returned to their countries in English-as-a-foreign-language (EFL) contexts, working alongside NNESTs who have been educated domestically. Yet, little is known…
Descriptors: Foreign Countries, English Teachers, Language Usage, Professional Identity
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Huang, Shu-Chen – Taiwan Journal of TESOL, 2016
This paper reports the design of learning-oriented formative assessments in an EFL writing course that involved learners in regularly responding to teacher feedback. Following major assessment and feedback frameworks developed recently, these formative assessments were explicated in three aspects: the scheduling of learning and assessment…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Student Evaluation
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Mohammadi, Ali Mohammad; Nejadansari, Dariush; Youhanaee, Manijeh – Taiwan Journal of TESOL, 2015
Discourse markers (DMs) assist and persuade EFL classroom interlocutors to monitor their discourse production and comprehension process. This exploratory research investigated the index of pragmatic use (IPU), rate of use, frequency, and the pragmatic functions of "well" in Iranian university EFL teachers' and learners' classroom…
Descriptors: Foreign Countries, Case Studies, English (Second Language), Second Language Learning
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Huang, Yi-Ping; Jhuang, Wun-Ting – Taiwan Journal of TESOL, 2015
The proliferation of English-medium instruction (EMI) in nonnative English-speaking (NNES) contexts has compelled researchers to explore the challenges students face in such environments. Mostly quantitative in nature with foci on language-related difficulties in one type of institution or curriculum, these studies obscure the complexity of NNES…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Statistical Analysis
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Wong, Wei-Wah Claudia – Taiwan Journal of TESOL, 2015
The demand for communication skills training for science research postgraduates (RPGs) has been increasing over the years. Many potential scientists and researchers in the industry are under enormous pressure to get published (Cargill, O'Connor & Li, 2012) and to attend conferences and seminars. In light of the aforementioned needs, all…
Descriptors: English for Science and Technology, Second Language Learning, Second Language Instruction, Questionnaires