Browsing by Author "Chen, Cheryl Wei-yu"

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A case study on foreign English teachers' challenges in Taiwanese elementary schools
(2010-03-01)
Chen, Cheryl Wei-yu
;
Cheng, Yuh-show
;
英語教學研究所
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Institute of Teaching English to speakers of other Languages
With the spread of English as the global language, many people from English-speaking countries go to foreign land to work as English teachers. A review of the literature reveals that there is little research on these teachers' teaching-abroad experiences. The current study is an attempt to address this gap in the literature. Situated in an intercultural team-teaching program in Taiwan, this study documents the many challenges that three South African teachers faced. The data suggest that one common challenge is doubts on their accents. They also confronted various problems, including having to teach something they were not familiar with, managing misbehaved students, and teaching large classes. The study calls for a better preparation for foreign English teachers before they begin their teaching assignments. (C) 2009 Elsevier Ltd. All rights reserved.
Graduate students' self-reported perspectives regarding peer feedback and feedback from writing consultants
(2010-06-01)
Chen, Cheryl Wei-yu
;
英語教學研究所
;
Institute of Teaching English to speakers of other Languages
This study reported how ten Taiwanese Master's students perceived their experiences of receiving feedback given by their peers and writing consultants to revise a shortened version of their thesis proposals. Collected over the course of one semester, data included students' writing portfolios and interviews with them. Analysis of the data revealed three major themes: (1) The participants felt quite positive about providing and receiving peer feedback, although they seemed cautious toward language-related peer comments; (2) they generally had positive experience with the writing consultants, although the perceived usefulness of the consultants' feedback varied with individual consultants and (3) the two types of comments served different functions for students, and questions arose from the peer editing process could serve as prompts for writing consultation sessions. Possible future research directions as well as pedagogical implication are outlined to conclude the paper.