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| 論文名稱 | Unlocking Taiwanese Athletes' English Learning Potential: A Multiple Culturally Responsive Model |
| 研討會開始日期 | 2020-06-29 |
| 研討會結束日期 | 2020-07-01 |
| 所有作者 | Wen-Chuan Lin, I-Jane Janet Weng, Pham Thi Minh Trang |
| 作者順序 | 第二作者 |
| 通訊作者 | 否 |
| 研討會名稱 | Pan-Pacific Technology- Enhanced Language Learning & Critical Thinking Meeting (PPTELL 2020) |
| 是否具有對外公開徵稿及審稿制度 | 是 |
| 研討會舉行之國家 | NATTWN-中華民國 |
| 研討會舉行之城市 | 線上 |
| 發表年份 | 2020 |
| 所屬計劃案 | 無 |
| 可公開文檔 |
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| 可公開文檔 | |
| 可公開文檔 |
[英文摘要] :
In Taiwan, university student athletes, with a significant proportion of them are indigenous, are known for their athletic prowess and many of them become nation’s top athletes, representing Taiwan to compete in international sports events. However, there is a widespread view that these university student athletes, indigenous and non-indigenous, as a particular cultural group who mostly devote to athletic training, tend to have limited success in academic learning in general and learning English as a foreign language (EFL) in specific. While attending international sports events where English is predominantly used for communication, these athletes with lower English proficiency tend to encounter hurdles in communicating with foreign athletes or event referees. Based on Vygotsky-inspired sociocultural learning theories, this one-year study, funded by the Ministry of Science and Technology, Taiwan, aims to investigate the effects of employing a multiple culturally responsive model involving technology-enhanced language learning (TELL) strategies, accounting for university student athletes’ cultural conditions (e.g., sports related content-based learning) and indigenous athletes' unique learning styles (e.g., verbal representation of EFL learning) as cultural resources, with an attempt to motivate these athletes in the process of learning English. Participants are 70 university student athletes, at a national sports training center in Taiwan, divided into three mix-EFL ability classes. Three-hour weekly English lessons in each class are taught with a total of 24 hours in 8 weeks in one semester. Mix-methods are employed in this action research involving a quasi-experimental design with one class (21 students) as the experimental group, taught by one of the researchers, because there is one indigenous athlete willing to take part in the case interview in a later phase. Qualitative methods are primarily used, including classroom observations, teacher's reflection logs, fieldnotes, focus group and in-depth interviews. We focus on investigation of teacher-student interactional process, employing a multiple culturally responsive model which integrates culturally responsive teaching (CRT) and TELL in classroom teaching. TELL strategies are designed, as an integral part of CRT, responding to athletes’ busy sports training schedule whereby Facebook community and online smartphone learning Apps (e.g., Kahoot and Quizlet) are employed to assist learning in class and beyond. Besides, the only indigenous student athlete, a Christian, will be instructed by another researcher (EFL teacher) through one-on-one tutorial using CRT, responding to either indigenous’ learning style of “verbal representation” or western religious (Christianity) cultural backgrounds. Findings may shed light on the theory and practice of implementing both CRT and TELL as an innovative multiple culturally responsive model into EFL classrooms, and on the educationalists or policy makers who are keen to enhance student athletes’ motivation and communicative competence in EFL learning.
Keywords: Culturally responsive teaching (CRT), Indigenous athletes, Sociocultural theory, Technology-enhanced language learning (TELL)
