THE USE OF INSTRUCTIONAL MEDIA,CLASSROOM ACTIVITY AND LANGUAGE ASSESSMENT BY UNIVERSITY EFL TEACHERS IN TAIWAN

• Main Authors: Pei-wen Chen, 陳珮文
• Other Authors: Su-hwei Huang
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/89943782489146372964

碩士 === 國立屏東商業技術學院 === 應用英語系(所) === 98 === The purpose of this study is to explore university English teachers’ current use of instructional media, classroom activities, and assessment. A total of three hundred fifty general and vocational track university English teachers in northern, central and southern Taiwan participated in the study. In order to distribute the questionnaire, the researcher sent it to both English and Applied Foreign Languages departments at 32 general and 46 vocational track universities in southern, central and northern Taiwan. This study uses statistics to determine the frequency with which the participating English teachers use instructional media, classroom activities and assessments. In addition, the researcher uses an independent t-test to analyze a comparison between general and vocational track university English teachers’ use of instructional media, teaching methods and rubrics. Results indicate that general and vocational track university English teachers frequently use traditional and computer media. The results also reveal that confidence with manipulating the media, good feedback from students, and convenience are priority factors with English teachers who frequently use these media. With regard to classroom activities, the study participants commonly use lectures, student practice, vocabulary or dictation quizzes, and so on, in English listening, speaking, reading and writing classes. The top three most popular classroom activities with students in English classes are playing CDs or DVDs, student practice, and finding information using the Internet or books. With regard to assessment methods, the traditional paper-and-pencil test is still the main way teachers assess students in English classes. However, they may also use alternative assessment methods, such as performance or authentic assessment. The pedagogical implications of this study show that teachers should vary their use of instructional media and classroom activities according to their students’ needs. In addition, English teachers should adopt different assessment methods in English classes in order to promote a higher level of achievement among their studen.