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English Oral Skills Training through Theater Performance in an EFL Setting

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Tzu-Ching Chen K., Ying-Chih Liao D.
The New Educational Review
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2013
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vol. 33
193-204
EN
We examined the use of dramatic/theater presentation for teaching oral skills to 37 Taiwanese EFL undergraduate students, with the main goal being to determine whether such strategies and performance experiences positively support oral skills in terms of motivation and achievement. Data were collected via performance evaluations, observations, a seminar, individual interviews, and a questionnaire. Results indicate significant increases in learner motivation and oral English achievement. Students were actively engaged and willing to put significant time and effort into the project. However, the process strongly affected some students in terms of performance-related stress.
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Peer tutoring for EFL learning: a multidimensional analysis of elementary school students

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Tzu-Ching Chen K., Yi-Chen Tsai A.
The New Educational Review
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2015
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vol. 40
189-200
EN
This study investigated dimensions of academic performance, learning motivation and learning attitudes by adapting peer tutoring as the major EFL classroom activities in an elementary school classroom. Exams, classroom observation, exit survey and comments after each class were administered as the source of research data. Results indicated that peer tutoring has a positive effect on tutors’ and tutees’ academic performance due to the increase in students’ grades. Students’ learning motivation and attitudes toward EFL learning also increased significantly. On the whole, the use of peer tutoring significantly contributed to better English ability, motivation and attitude.
3
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The Effects of Mobile Game Based Application on High School Students’ TOEIC Vocabulary Learning

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Lu T.-I., Tzu-Ching Chen K.
The New Educational Review
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2021
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vol. 66
108-119
EN
The purpose of this study was to explore whether students’ vocabulary learning can be improved via mobile apps and to further enhance their TOEIC scores. Seventy English as a Foreign Language (EFL) senior high school students in Taiwan were recruited. TOEIC tests were used for pre-and post-testing to gather quantitative data. Qualitative data were collected from classroom observations and interviews. The results indicated that there was no significant difference in TOEIC scores between the experimental and the control group. However, students’ attitudes towards the app were positive and believed that it helped improve their vocabulary learning for the TOEIC exam.
4
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Exploring EFL Teachers’ Perspectives of Professional Knowledge and Teaching Efficacy in Vocational High Schools

100%
Tzu-Ching Chen K., Chia-Li Chen S.
The New Educational Review
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2013
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vol. 34
270-279
EN
The presented study was conducted to investigate vocational high school EFL teachers’ professional knowledge and teaching efficacy from teachers’ perspectives. Data were collected through a questionnaire and analyzed by frequency distribution, t-test, ANOVA, Pearson correlation and stepwise regression. The results indicated that teachers have higher performance on professionalism and attitude to professional knowledge; teaching and class management in teaching efficacy. A significantly positive correlation was found between EFL teachers’ professional knowledge and teacher efficacy. Teachers reported that professional skills, professionalism, and attitude in professional knowledge were significant predictors of teaching efficacy. Professional knowledge helps to shape effective teaching.
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