EFL Teachers' and Students' Perceptions in Communicative Instructional Activities: A Study Based on Taiwanese Universities

呂雅琳

《英語教學與文化》 5期 (2009/06) Pp. 66-78

https://doi.org/10.29721/ETC.200906.0007

並列摘要

Learner-centered education focused on maximizing learners' need for meaningful communicative opportunities in students' second language (L2); promoting learners' active engagement in the classroom, and emphasizing learners' primary role in the learning process. With the educational reform in 2003 (Ministry of Education 2003), learner-centered approach and communicative language teaching techniques has been explored and implemented recently to enhance English as a Foreign Language (EFL) education. To examine how well the EFL teachers were aware of the knowledge in implementing communicative classroom activities and to minimize the problems caused by these mismatches between teachers' preferred way of teaching and students' preferred ways of learning in communicative classrooms, the current study identified the perceptions students and teachers had regarding communicative classroom activities that focus on language learning. The survey instrument contained a six-point Likert Scale questionnaire to compare the relationship between the teachers' and students' preferences for the 16 communicative instructional activities included. In addition, after completing the questionnaires, students and teachers were asked to answer one open-ended question to examine their perceptions of the instructional activities listed.One hundred and fifty-three teachers in Taiwanese universities participated in the study. The subjects of the study were Taiwanese EFL college students. The teacher participants were English teachers employed or had been employed in Taiwanese colleges or universities. The quantitative data was analyzed using descriptive statistics and T-test to determine if there was significant difference or mismatch between the perceptions of the two group participants. The results indicated a considerable mismatch between students' and teachers' preferences. In 62.5% of the in 16 instructional activities listed, teachers' perceptions of appropriate instructional activities did not correspond with the students' favorite instructional activities.

並列關鍵字

learner-centered approach ； communicative language teaching ； instructional activities ； learners' preference ； EFL education