A Qualitative Case Studying Collaboration Use to Improve Listening Instruction in Taiwanese Secondary Schools

Autor/in	Chang, Pearl
Titel	A Qualitative Case Studying Collaboration Use to Improve Listening Instruction in Taiwanese Secondary Schools
Quelle	(2018), (279 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-2773-6
Schlagwörter	Hochschulschrift; Dissertation; National Standards; English (Second Language); Second Language Instruction; Foreign Countries; Language Teachers; Secondary School Teachers; High School Students; Listening Comprehension; Teaching Methods; Qualitative Research; Correlation; Teacher Attitudes; Benchmarking; Evidence Based Practice; Interviews; Observation; Peer Teaching; Collegiality; Communities of Practice; Instructional Improvement; School Districts; Program Descriptions; Taiwan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hörverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Korrelation; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung; Peer group teaching; Peer Group Teaching; Kollegialität; Community; Unterrichtsqualität; School district; Schulbezirk
Abstract	Taiwan English teachers in secondary schools are facing a new challenge of having to teach listening comprehension skills to their students. Many instructors are not equipped to deliver adequate listening instruction although listening comprehension has become a benchmark for senior high students aspiring to enter a tertiary institution and earn a college degree. Instructors, students, parents, administrators, and members of the Ministry of Education agree that there is a need to meet the demands of the National English Curriculum Standards. Weimar's approach of learner-centered teaching served as the conceptual foundation for this study since the focus was on ways teachers could work collaboratively to learn evidence-based strategies for teaching listening comprehension skills. Guided by 4 research questions, the study investigated the perspectives of 4 teacher-participants at a Northern District Senior High regarding the process of teaching listening comprehension. In this qualitative study, an inductive analysis was used to define themes and concepts to discern any patterns and relationships connected with the data collected: interviews, classroom observation and unobtrusive measures. The findings showed that teacher-led peer coaching, via collegial collaboration, led to the building of teaching communities and more effective use of evidence-based strategies for improving the teaching of listening comprehension. This improved teacher pedagogy may lead to a positive social change whereby teachers have skills for teaching listening comprehension and students are better prepared for further schooling. Components of the project also can be used by other school districts and educational organizations where the administration can use the model to further advance similar workforce capacity in teaching L2 learners listening instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01