工程科目英語授課對大學生英語能力及學科學習之影響

English Teaching and Learning - Tập 47 Số 2 - Trang 197-220 - 2023
Chih-Lin Chung1, Mei-Lan Lo2
1Tamkang university
2Department of English, National Taiwan Normal University, Taipei, Taiwan

Tóm tắt

Từ khóa


Tài liệu tham khảo

Aguilar, M., & Muñoz, C. (2014). The effect of proficiency on CLIL benefits in engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1–18.

Ariffin, K., & Husin, M. S. (2011). Code-switching and code-mixing of English and Bahasa Malaysia in content-based classrooms: Frequency and attitudes. The Linguistics Journal, 5(1), 220–247.

Baxter, G. P., & Glase, R. (1997). An approach to analyzing the cognitive complexity of science performance assessments (CSE Technical Report No. 452). University of California, Los Angeles. https://cresst.org/wp-content/uploads/TECH452.pdf

Burchfield, C. M., & Sappington, J. (2000). Compliance with required reading assignments. Teaching of Psychology, 27, 58–60.

Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2010). English-medium teaching in Korean higher education: Policy debates and reality. Higher Education, 62(4), 431–449.

Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 55–84.

Chen, F. (2017). Instructional language use in environmental science classroom. In W. Tsou & S. M. Kao (Eds.), English as a medium of instruction in higher education: Implementations and classroom practices in Taiwan (pp. 57–78). Springer.

Clump, M. A., Bauer, H., & Bradley, C. (2004). The extent to which psychology students read textbooks: A multiple section analysis of reading across the psychology curriculum. Journal of Instructional Psychology, 31(3), 227–232.

Connor-Greene, P. A. (2000). Assessing and promoting student learning: Blurring the line between teaching and testing. Teaching of Psychology, 27, 84–88.

Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge University Press.

Dafouz, E., Camacho, M., & Urquia, E. (2014). Surely they can’t do as well: A comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes. Journal of Language and Education, 28(3), 223–236.

Dearden, J. (2015). English as a medium of instruction–a growing global phenomenon. British Council. Retrieved from https://www.britishcouncil.org/sites/default/files/e484_emi_-_cover_option_3_final_web.pdf

Evans, S., & Morrison, B. (2011). The student experience of English-medium higher education in Hong Kong. Language and Education, 25(2), 147–162.

Flowerdew, J., Miller, L., & Li, D. C. S. (2000). Chinese lecturers’ perceptions, problems and strategies in lecturing in English to Chinese-speaking students. RELC Journal, 31(1), 116–138.

Hakuta, K., Butler, Y. G., & Witt, D. (2000). How long does it take English learners to attain proficiency? Linguistic Minority Research Institute, University of California, Santa Barbara. Retrieved from https://files.eric.ed.gov/fulltext/ED443275.pdf

Hellekjaer, G. (2017). Lecture comprehension in English-medium higher education. HERMES - Journal of Language and Communication in Business, 23(45), 11–34.

Hoeft, M. E. (2012). Why university students don’t read: What professors can do to increase compliance? International Journal for the Scholarship of Teaching and Learning, 6(2), Article 12. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1343&context=ij-sotl

Hsieh, S. H., Kang, S. C., Li, W. C., Chang, K. Y., & Chen, R. C. (2007). Teaching strategies and effectiveness of English-medium instruction for engineering subjects (Unpublished Report). Center for Teaching and Learning Development, National Taiwan University. Retrieved from https://ctld.ntu.edu.tw/rp/report/96_01.pdf

Huang, Y. P. (2009). English-only instruction in postsecondary education in Taiwan: Voices from students. Hwa Kang Journal of English Language and Literature, 15, 123–135.

Huang, Y. P. (2012). Design and implementation of English-medium courses in higher education. English Teaching and Learning, 36(1), 1–50.

Joe, Y., & Lee, H.-K. (2013). Does English-medium instruction benefit students in EFL contexts? A case study of medical students in Korea. Asia-Pacific Education Research, 22(2), 201–207.

Kao, Y. T., & Tsou, W. (2017). EMI assessment: A survey study of the issues. In W. Tsou & S. M. Kao (Eds.), English as a medium of instruction in higher education: Implementations and classroom practices in Taiwan (pp. 183–205). Springer.

LTTC (2017). GEPT-CEFR concordance table. Retrieved from https://www.gept.org.tw/Score/ScoreForm.asp

LTTC (2018). The third intermediate GEPT listening and reading tests performance in 2018. Retrieved from https://www.lttc.ntu.edu.tw/GEPT1/1071118insr.htm

LTTC (2019). 2019 GEPT performance report. Retrieved from https://www.lttc.ntu.edu.tw/academics/GEPT_ScoreR_Doc/2019%E5%B9%B4GEPT%E5%B9%B4%E5%BA%A6%E5%A0%B1%E5%91%8A.pdf

Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76.

Mežek, Š., Pecorari, D., Shaw, P., Irvine, A., & Malmström, H. (2015). Learning subject-specific L2 terminology: The effect of medium and order of exposure. English for Specific Purposes, 38, 57–69.

Rogier, D. (2012). The effects of English-medium instruction on language proficiency of students enrolled in higher education in the UAE. Doctoral dissertation, University of Exeter, United Kingdom. Retrieved from https://ore.exeter.ac.uk/repository/bitstream/handle/10036/4482/RogierD.pdf?sequence=2

Sandström, A.-M., & Neghina, C. (2017). English-taught bachelor’s programmes: Internationalising European higher education. Retrieved from https://www.studyportals.com/wp-content/uploads/2017/09/EAIE-StudyPortals-English-taught-bachelor-programmes-Europe.pdf

Tsou, W. (2017). Interaction skills in engineering education. In W. Tsou & S. M. Kao (Eds.), English as a medium of instruction in higher education: Implementations and classroom practices in Taiwan (pp. 79–93). Springer.

Tsou, W., & Kao, S. M. (2017). Overview of EMI development. In W. Tsou & S. M. Kao (Eds.), English as a medium of instruction in higher education: Implementations and classroom practices in Taiwan (pp. 3–18). Springer.

Vinke, A. A. (1995). English as the medium of instruction in Dutch engineering education. Doctoral dissertation, Delft University of Technology, the Netherlands. Retrieved from http://repository.tudelft.nl/islandora/object/uuid:491b55f9-fbf9-4650-a44d-acb9af8412a8?collection=research

Walkinshaw, I., Fenton-Smith, B., & Humphreys, P. (2017). EMI issues and challenges in Asia-Pacific higher education: An introduction. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English medium instruction in higher education in Asia-Pacific (pp. 1–18). Springer. https://doi.org/10.1007/978-3-319-51976-0_1

Yang, W. (2015). Content and language integrated learning next in Asia: Evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361–382.

Yeh, C. C. (2013). Instructors’ perspectives on English-medium instruction in Taiwanese universities. Curriculum & Instruction Quarterly, 16(1), 209–232.

Yeh, H. N. (2018). Investigation into the use of English-medium textbooks for subject courses at university level and its impacts on learning. MOST project 103–2410- H-003–129-MY3.