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題名 Facebook Posts as Complementary Teaching Material for a French University Course in Taiwan.
作者 孟丞書
Montoneri, Bernard
貢獻者 歐洲語文學系
關鍵詞 Facebook; French I; learning performance; educational tool; Taiwan.
日期 2017-03
上傳時間 19-Jun-2018 17:21:31 (UTC+8)
摘要 A growing number of instructors use information and communications technology (ICT) inside and outside the classroom to teach all kinds of programs, including language courses. In this
study, the instructor used a traditional way of teaching (lecturing, text-book, conversation, no technology in the classroom, no social network) during the first semester of academic year
2013-2014 (September-January) in a French course for beginners in a Taiwan public university.
During the second semester (February-June 2014), the teacher added the use of multimedia and Facebook to teach the same students. They joined a Facebook learning group, which they could
access anytime during the second semester; they could post, view posts, like, and comment in French and sometimes English. They could not use their mother-tongue, Chinese. This study
analyzes data from the first and second semester to measure students` learning progress and how the Facebook group might influence their motivation and change their behavior. Students
were expected not only to improve their reading and writing skills, but to increase their knowledge of French culture.
關聯 The IAFOR Journal of Education, Vol.5, No.1, pp.144-166
資料類型 article
DOI https://doi.org/10.22492/ije.5.1.08
dc.contributor 歐洲語文學系zh_TW
dc.creator (作者) 孟丞書zh_TW
dc.creator (作者) Montoneri, Bernarden_US
dc.date (日期) 2017-03
dc.date.accessioned 19-Jun-2018 17:21:31 (UTC+8)-
dc.date.available 19-Jun-2018 17:21:31 (UTC+8)-
dc.date.issued (上傳時間) 19-Jun-2018 17:21:31 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/117825-
dc.description.abstract (摘要) A growing number of instructors use information and communications technology (ICT) inside and outside the classroom to teach all kinds of programs, including language courses. In this
study, the instructor used a traditional way of teaching (lecturing, text-book, conversation, no technology in the classroom, no social network) during the first semester of academic year
2013-2014 (September-January) in a French course for beginners in a Taiwan public university.
During the second semester (February-June 2014), the teacher added the use of multimedia and Facebook to teach the same students. They joined a Facebook learning group, which they could
access anytime during the second semester; they could post, view posts, like, and comment in French and sometimes English. They could not use their mother-tongue, Chinese. This study
analyzes data from the first and second semester to measure students` learning progress and how the Facebook group might influence their motivation and change their behavior. Students
were expected not only to improve their reading and writing skills, but to increase their knowledge of French culture.		en_US
dc.format.extent 7542510 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) The IAFOR Journal of Education, Vol.5, No.1, pp.144-166zh_TW
dc.subject (關鍵詞) Facebook; French I; learning performance; educational tool; Taiwan.en_US
dc.title (題名) Facebook Posts as Complementary Teaching Material for a French University Course in Taiwan.en_US
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.22492/ije.5.1.08
dc.doi.uri (DOI) https://doi.org/10.22492/ije.5.1.08