完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.author | Shu-Ying Chang Chi-An Tung | |
dc.contributor.other | 張淑英 董綺安 | |
dc.date.accessioned | 2020-08-25T07:06:53Z | - |
dc.date.available | 2020-08-25T07:06:53Z | - |
dc.date.issued | 2012/10/31 | |
dc.identifier.issn | 1682-587N | |
dc.identifier.uri | http://dspace.fcu.edu.tw/handle/2376/2535 | - |
dc.description.abstract | This study evaluates the efficacy of incorporating six 21st century skills (i.e._x000D_ leadership, communication, teamwork, problem solving, analytical thinking, and time_x000D_ management) into Business English instruction via project-based assignments in an EFL context. The purpose is to investigate the effects of such an approach on students’ acquisition of business English knowledge and their development of the six_x000D_ skills. The subjects were 68 students taking the elective Business English course in a private university in central Taiwan. While both groups received the same classroom instruction, the experimental group did the project-based assignments demanding heavy use of the six 21st century skills, whereas the control group did the_x000D_ traditional instruction-based assignments requiring little use of the skills. A pretest_x000D_ and a posttest were administered to gauge students’ progress on the content area knowledge. Two surveys were also conducted and five reflective journal entries submitted to measure the effectiveness of the approach. The quantitative results showed that the project-based assignments did not significantly affect students’ acquisition of the content area knowledge or the development of the six skills in either positive or negative way. However, the qualitative results demonstrated that such an_x000D_ approach could foster students’ six 21st century skills and improve their employability in the future. | |
dc.description.sponsorship | 逢甲大學 | |
dc.format.extent | 32 | |
dc.language.iso | 英文 | |
dc.relation.ispartofseries | 逢甲人文社會學報 | |
dc.relation.isversionof | 第十九期 | |
dc.subject | Business English | |
dc.subject | 21st century skills | |
dc.subject | project approach | |
dc.subject | teamwork | |
dc.subject.other | 商用英文 | |
dc.subject.other | 二十一世紀的技能 | |
dc.subject.other | 方案教學法 | |
dc.subject.other | 團隊合作 | |
dc.title | Incorporating 21st Century Skills into Business English Instruction | |
dc.title.alternative | 二十一世紀技能融入商用英文教學 | |
dc.type | 期刊篇目 | |
dc.description.translationabstract | 本論文旨在探討在英文為外國語文的環境下,透過專題型的作業,以領導、溝通、團隊合作、解決問題、分析思考及時間管理等六項二十一世紀的技能(以下簡稱二十一世紀技能)融入商用英文教學的效果。研究目的為探討此教學法對學生商用英文知識的習得及二十一世紀技能的培養是否有影響。本文以台灣中部地區某私立大學選修商用英文的68 位學生為研究對象。在實驗組與控制組皆接受相同的課堂授課之下,實驗組的團體作業為需要大量使用二十一世紀技能的專_x000D_ 題型作業,然控制組則為以傳統教師指示為主的作業,而鮮少使用該二十一世紀技能。前測與後測皆被用來評量學生學習商用英文知識進步的情形。兩個問卷調查及五個反思式的學習日誌也被用來評估此教學的效果。由量化研究結果顯示專題型團體作業對學生商用英文知識的習得及二十一世紀技能的發展沒有明顯的正面或負面影響,但質化研究結果卻顯示透過專題型團體作業訓練,可培養學生展現出二十一世紀技能,提昇學生未來就業的競爭力。 | |
分類: | 第19期 |
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