Browsing by Author "Chang, Yu-jung"

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BLOGGING TO LEARN: BECOMING EFL ACADEMIC WRITERS THROUGH COLLABORATIVE DIALOGUES
(2012-02-01)
Sun, Yu-Chih
;
Chang, Yu-jung
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英語教學研究所
;
Institute of Teaching English to speakers of other Languages
This study examines how blogs and their interactive and collaborative features help academically-advanced graduate students process academic writing knowledge and make sense of their writer identity. Seven graduate students undertaking Master's level study in TESOL and Linguistics participated. The research questions are: (a) What kinds of writing-related topics do students blog about? (b) How do students' collaborative dialogues on blogs help them process and reconstruct knowledge about academic writing? (c) How do students' collaborative dialogues on blogs facilitate their negotiation of academic identities and construction of authorship? Open-coding and content analysis were conducted to inductively identify salient themes and patterns regarding students' learning and perception of their writer identities. The results suggest that the blog activity not only encourages students to actively and reflectively engage in knowledge sharing, knowledge generation, and the development of numerous strategies to cope with difficulties encountered in the learning process. Blogs also endow students with a sense of authorship as the writers of blog entries and, at the same time, provide a space for them to sort out what being an author entails, their purposes of writing, and their authority in writing.
Identity negotiation in the third space: an analysis of YouTube channels hosted by expatriates in Taiwan
(2019-01-02)
Chang, Yueh-ching
;
Chang, Yu-jung
;
英語教學研究所
;
Institute of Teaching English to speakers of other Languages
This article explores the potential of YouTube as a third space in which second/additional language learners negotiate for alternative identities. Although burgeoning research has illuminated how language learners are able to expand their identities and communicative repertoire through various digital media, relatively little attention has been paid to how video-sharing websites provide learners with discursive spaces that might differ from text-based online communities. Drawing on [Gee's, J. P. (2000-2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125] identity framework, our qualitative content analysis [Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277-1288] examines 116 videos from three popular YouTube channels hosted by Chinese as an additional language (CAL) learners expatriating in Taiwan. The findings indicate that by utilizing mixed semiotic tools and interactional opportunities afforded by YouTube, the video hosts are able to showcase their transnational experiences and construct alternative discourse identities vis-a-vis traditionally less powerful identities such as subjugated foreigners and CAL learners.