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題名 使用多元文化繪本培養台灣高中生之文化智能
Using multicultural picture books to cultivate Taiwanese high school students’ Cultural Intelligence
作者 李思萱
Li, Ssu-Hsuan
貢獻者 許麗媛
Hsu, Li-Yuan
李思萱
Li, Ssu-Hsuan
關鍵詞 文化智能
多元文化繪本
跨文化溝通能力
英語為外語教學
Cultural Intelligence (CQ)
Multicultural picture books
Intercultural communicative competence
Teaching EFL
日期 2021
上傳時間 2-Mar-2021 14:14:34 (UTC+8)
摘要 在全球化的浪潮下，如何提升學習者的跨文化溝通能力逐漸在英語教學領域受到重視。先前的研究顯示利用多元文化繪本可以提升以英語為外語學習者的跨文化溝通能力。然而，以往的研究場域大多侷限在國小階段。因此，本個案研究旨在探討閱讀多元文化繪本對台灣高中生的文化智能的影響，以及學生們如何看待這樣的課程。在本研究中，參與的實驗對象為來自南台灣社區高中同一班級的二十六位學生。他們在八周的課程中閱讀了三本多元文化繪本。本研究亦為一混合研究（mix-method research），資料來源有高中生文化智能量表（Shen, 2016）的前後測分數、每本繪本的省思學習單、以及課程意見回饋表。研究結果顯示：一、台灣高中生的文化智能分數在閱讀多元文化繪本後有顯著進步。二、學生們在省思學習單展現出跨文化溝通者應具備的能力。三、台灣高中生對本課程大多抱持著正面的態度。最後，研究者也提出利用繪本提升文化智能之教學及研究上的建議。
In this globalized world, how to promote learners’ cross-cultural communication competence has been increasingly emphasized in the field of English language teaching. Prior research has shown that using multicultural picture books could enhance English as a foreign language (EFL) learners’ intercultural communicative competence. However, the research contexts were mostly limited to elementary schools. Therefore, this case study aimed to investigate to what extent Taiwanese high school students can develop their cultural intelligence (CQ) through reading multicultural picture books in the English classroom. Besides, the participants’ perceptions of the course were also examined.
Twenty-six students from an intact class in a community high school in southern Taiwan participated in this eight-week multicultural-picture-book reading experiment. This study adopted a mix-method research design, in which data were collected from participants’ pre-test and post-test of Cultural Intelligence Scale for High School Students (Shen, 2016), their reflections of each picture book during the course, and their responses to the final feedback questionnaire at the end of the course. The results indicated that, first, Taiwanese high school students’ CQ was significantly improved after reading multicultural picture books. Second, the analysis of students’ reflections also revealed that, in general, students exhibited the competencies of successful cross-cultural communicators. Third, the results of the post-experiment questionnaire showed that students generally held a positive attitude toward the multicultural reading course. Finally, suggestions for future research and pedagogical implications for cultivating CQ through reading multicultural picture books were proposed.
參考文獻 Ang, S., Van Dyne, L., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3(3), 335-371.
Angelova, M., & Zhao, Y. (2016). Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills. Computer Assisted Language Learning, 29(1), 167-185.
Atkinson, D. (1999). TESOL and Culture. TESOL Quarterly, 33(4), 625-654.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
Byram, M. (1997). A model for Intercultural Communicative Competence. Teaching and assessing intercultural communicative competence (pp. 31-55). Clevedon, UK: Multilingual Matters.
Chao, T. C. (2011). The hidden curriculum of cultural content in internationally published ELT textbooks: A closer look at New American Inside Out. The Journal of Asia TEFL, 8(2), 189-210.
Chao, T. C. (2013). A diary study of university EFL learners’ intercultural learning through foreign films. Language, Culture and Curriculum, 26(3), 247-265.
Chao, T. C. (2014). The development and application of an intercultural competence scale for university EFL learners. English Teaching & Learning, 38(4), 79-124.
Chen, C. S. (2011). The Effects of Picture Books on Cultural Knowledge and English Learning Attitude of Elementary School Students. Unpublished master thesis. National Taipei University of Education, Taipei.
Deardorff, D. (2014, May). Some thoughts on assessing intercultural competence. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Deardorff, D. K. (2004). The identification and assessment of intercultural competence as a student outcome of international education at institutions of higher education in the United States. Unpublished dissertation, North Carolina State University, Raleigh.
Du, A. S. (2013). A Study of Teaching Multiculturalism with English Picture Books in EFL Elementary School. Unpublished master thesis. National Taiwan University of Science and Technology, Taipei.
Fantini, A. (2007). Exploring and assessing intercultural competence (CSD Research Paper No. 07-01). St. Louis, MO: Washington University, Center for Social Development.
Fantini, A. E. (2007, 2015). Assessment tools of intercultural communicative competence. Alvino E. Fantini, Ph.D. https://alvinoefantini.com/instruments
Friedman, I. R. (1984). How my parents learned to eat. Boston: Houghton Mifflin Harcourt.
Ghonsooly, B., & Golparvar, S. E. (2013). Probing the predictive power of cultural intelligence on Iranian EFL learners’ performance on IELTS writing test. Studies in Applied Linguistics, 3(2), 3-18.
Hsieh, P. J. (2013). The Effect of Intercultural Sensitivity through Multicultural Picture Books: A Case Study in an Elementary School. Unpublished master thesis. Southern Taiwan University of Science and Technology, Tainan.
Ke, I. C. (2012). From EFL to English as an international and scientific language: Analysing Taiwan’s high-school English textbooks in the period 1952–2009. Language, Culture and Curriculum, 25(2), 173-187.
Khan, H., & Amini, M. (2012). Golden domes and silver lanterns: A Muslim book of colors. San Francisco: Chronicle Books.
Kim, S. J. (2016). Opening up spaces for early Critical Literacy: Korean kindergarteners exploring diversity through multicultural picture books. Australian Journal of Language and Literacy, 39(2), 176-187.
Kramsch, C. (2003). Teaching language along the cultural faultline. In D. L. Lang & R. M. Paige (Eds.), Culture as the core: Perspectives on culture in second language learning (pp. 19-35). Greenwich, CT: Information Age Publishing.
Lee, H. C., & Gilles, C. (2012). Discussing Culturally Relevant Books Online: A Cross-Cultural Blogging Project. English Teaching: Practice and Critique, 11(4), 161-177.
Li, Y. R. (2009). Culture Teaching Through Bilingual Picture Books－A Case Study of Sixth-grade students in an Elementary School. Unpublished master thesis. Fu Jen Catholic University, Taipei.
Lin, G. (2013). Fortune cookie fortunes. New York, NY: Knopf Books for Young Readers.
Lin, Y. F. (2019). Content analysis of the English learning magazines for Taiwanese learners from intercultural perspectives. Unpublished master thesis. National ChengChi University, Taipei.
Malu, K. F. (2013). Exploring Children’s Picture Storybooks with Adult and Adolescent EFL Learners. English Teaching Forum, 51(3), 10-18.
O’Neil, K. (2010). Once upon today: Teaching for social justice with postmodern picturebooks. Children`s Literature in Education, 41(1), 40-51.
Pan, W. T. (2018). A Study of Using Multicultural Picture Books to Develop the Intercultural Sensitivity of Adolescent EFL Learners. Unpublished master thesis. National Chiayi University, Chiayi.
Rafie, A., Khosravi, R., & Nasiri, M. (2016). An Investigation of the Relationship between Iranian EFL Learners’ Cultural Intelligence and Their Performance on the IELTS Listening Modules. Advances in Language and Literary Studies, 7(3), 13-20.
Scarino, A. (2010). Assessing intercultural capability in learning languages: A renewed understanding of language, culture, learning, and the nature of assessment. The Modern Language Journal, 94(2), 324-329.
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford, United Kingdom: Oxford University Press.
Senokossoff, G. W. (2013). Picture Books Are For Little Kids, Aren’t They? Using Picture Books with Adolescent Readers to Enhance Literacy Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 52(3), 211-232.
Shen, J. W. (2016). A Study on the Relationships among Senior High School Students’ Multicultural Personality, Cultural Intelligence and School Adjustment: Taoyuan City as an Example. Unpublished master thesis. Chung Yuan Christian University, Taoyuan.
Shen, Y. J. (2016). Combining Picture Books with Critical Thinking in a High School EFL Classroom in Taiwan: A Case Study of a Municipal Senior High School in Taoyuan City. Unpublished master thesis. National Chengchi University, Taiwan.
Spitzberg, B. H. (1997). A model of intercultural communication competence. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (pp. 379-391). Belmont, CA: Wadsworth.
Sung, Y. C. (2009). A Study of the Relationship among Cultural Intelligence, Emotional Intelligence, Cultural Shock, and Cross-cultural Adjustment. Unpublished master thesis. National Chung Hsing University, Taichung.
Van Dyne, L., Ang, S., & Livermore, D. (2010). Cultural intelligence: A pathway for leading in a rapidly globalizing world. Leading Across Differences, 4(2), 131-138.
Wang, C. Y. (2011). EFL Senior High School Students’ Cultural Learning Experiences in Videoconferences. Unpublished master thesis. National Taiwan Normal University, Taipei.
Xue, J. (2014). Cultivating Intercultural Communication Competence through Culture Teaching. Theory & Practice in Language Studies, 4(7), 1492-1498.
Xue, J., & Pan, Q. (2012). The effects of film appreciation on improving the students` intercultural communication competence. Theory and Practice in Language Studies, 2(8), 1741-1745.
Yuen, K. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458-466.
何青蓉（2015）。異與同：兩本繪本在新移民課程與教學上的應用。課程研究，10，17-38。
吳歆嬫（2010）。科大學生對通識選修課「多元文化繪本導讀與欣賞」之學習經驗調查。止善，12，89-110。
李貞慧（2015）。議題繪本融入高中英文教學。翻轉教育。取自https://flipedu.parenting.com.tw/article/909
葉潔宇（2009）。如何在EFL情境落實跨文化溝通能力。華岡英語學報，15，275-287。doi:10.7109/HKJELL.200906.0275
葉潔宇、向玉珍（2008）。新版高中英文教科書文化內涵分析及探討。淡江人文社會學刊，35，119-140。Retrieved from http://nccur.lib.nccu.edu.tw/handle/140.119/67407
描述 碩士
國立政治大學
英國語文學系
105551009
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105551009
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 李思萱zh_TW
dc.contributor.author (Authors) Li, Ssu-Hsuanen_US
dc.creator (作者) 李思萱zh_TW
dc.creator (作者) Li, Ssu-Hsuanen_US
dc.date (日期) 2021en_US
dc.date.accessioned 2-Mar-2021 14:14:34 (UTC+8)-
dc.date.available 2-Mar-2021 14:14:34 (UTC+8)-
dc.date.issued (上傳時間) 2-Mar-2021 14:14:34 (UTC+8)-
dc.identifier (Other Identifiers) G0105551009en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/134001-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 105551009zh_TW
dc.description.abstract (摘要) 在全球化的浪潮下，如何提升學習者的跨文化溝通能力逐漸在英語教學領域受到重視。先前的研究顯示利用多元文化繪本可以提升以英語為外語學習者的跨文化溝通能力。然而，以往的研究場域大多侷限在國小階段。因此，本個案研究旨在探討閱讀多元文化繪本對台灣高中生的文化智能的影響，以及學生們如何看待這樣的課程。在本研究中，參與的實驗對象為來自南台灣社區高中同一班級的二十六位學生。他們在八周的課程中閱讀了三本多元文化繪本。本研究亦為一混合研究（mix-method research），資料來源有高中生文化智能量表（Shen, 2016）的前後測分數、每本繪本的省思學習單、以及課程意見回饋表。研究結果顯示：一、台灣高中生的文化智能分數在閱讀多元文化繪本後有顯著進步。二、學生們在省思學習單展現出跨文化溝通者應具備的能力。三、台灣高中生對本課程大多抱持著正面的態度。最後，研究者也提出利用繪本提升文化智能之教學及研究上的建議。zh_TW
dc.description.abstract (摘要) In this globalized world, how to promote learners’ cross-cultural communication competence has been increasingly emphasized in the field of English language teaching. Prior research has shown that using multicultural picture books could enhance English as a foreign language (EFL) learners’ intercultural communicative competence. However, the research contexts were mostly limited to elementary schools. Therefore, this case study aimed to investigate to what extent Taiwanese high school students can develop their cultural intelligence (CQ) through reading multicultural picture books in the English classroom. Besides, the participants’ perceptions of the course were also examined.
Twenty-six students from an intact class in a community high school in southern Taiwan participated in this eight-week multicultural-picture-book reading experiment. This study adopted a mix-method research design, in which data were collected from participants’ pre-test and post-test of Cultural Intelligence Scale for High School Students (Shen, 2016), their reflections of each picture book during the course, and their responses to the final feedback questionnaire at the end of the course. The results indicated that, first, Taiwanese high school students’ CQ was significantly improved after reading multicultural picture books. Second, the analysis of students’ reflections also revealed that, in general, students exhibited the competencies of successful cross-cultural communicators. Third, the results of the post-experiment questionnaire showed that students generally held a positive attitude toward the multicultural reading course. Finally, suggestions for future research and pedagogical implications for cultivating CQ through reading multicultural picture books were proposed.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENT iv
CHINESE ABSTRACT x
ABSTRACT xi
CHAPTER ONE: INTRODUCTION 1
CHAPTER TWO: LITERATURE REVIEW 5
The Concept of ICC 5
Cultural Intelligence (CQ) 7
Studies on Cultivating ICC in an EFL Context 9
Using Picture Books to Cultivate ICC 11
Research Gaps and Research Questions 15
CHAPTER THREE: METHODOLOGY 17
Context and Participants 17
Participants’ English Proficiency. 17
Participants’ Cross-cultural Communication Experiences. 18
Materials 19
Course Design and Procedure 24
Instruments 27
Data Analysis 32
CHAPTER FOUR: RESULTS 33
An Overview of Results of CQS (Shen, 2016) 33
Quantitative Data on Four Dimensions in Cultural Intelligence 38
Cognitive Dimension. 38
Metacognitive Dimension. 39
Motivational Dimension. 41
Behavioral Dimension. 43
Qualitative Data on Four Dimensions in Cultural Intelligence 44
Cognitive Dimension. 45
Metacognitive Dimension. 46
Motivational Dimension. 49
Behavioral Dimension. 51
Participants’ Perceptions of the Course 52
Quantitative Data on Teaching Feedback. 52
Qualitative Data on Teaching Feedback. 55
Participants’ Perceptions of Three Multicultural Picture Books. 58
CHAPTER FIVE: DISCUSSION AND CONCLUSION 63
Summary of the Findings 63
Discussion of the Results 64
Cognitive Dimension. 64
Metacognitive Dimension. 66
Motivational Dimension. 68
Behavioral Dimension. 70
Pedagogical Implications of the Research 73
Limitations and Suggestions for Future Studies 75
REFERENCES 77
APPENDIX A: RESEARCH CONSENT FORM 84
APPENDIX B: QUESTIONNAIRE ABOUT BACKGROUND INFORMATION AND CULTURAL INTELLIGENCE SCALE FOR HIGH SCHOOL STUDENTS (SHEN, 2016) 87
APPENDIX C: STUDENTS’ WORKSHEET ON FORTUNE COOKIE FORTUNES
90
APPENDIX D: STUDENTS’ WORKSHEET ON GOLDEN DOMES AND SILVER LANTERNS 92
APPENDIX E: STUDENTS’ WORKSHEET ON HOW MY PARENTS LEARNED TO EAT 96
APPENDIX F: REFLECTION OF FORTUNE COOKIE FORTUNES 99
APPENDIX G: QUESTIONNAIRE ABOUT THE COURSE (ADAPTED FROM DU, 2013) 100		zh_TW
dc.format.extent 4580078 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105551009en_US
dc.subject (關鍵詞) 文化智能zh_TW
dc.subject (關鍵詞) 多元文化繪本zh_TW
dc.subject (關鍵詞) 跨文化溝通能力zh_TW
dc.subject (關鍵詞) 英語為外語教學zh_TW
dc.subject (關鍵詞) Cultural Intelligence (CQ)en_US
dc.subject (關鍵詞) Multicultural picture booksen_US
dc.subject (關鍵詞) Intercultural communicative competenceen_US
dc.subject (關鍵詞) Teaching EFLen_US
dc.title (題名) 使用多元文化繪本培養台灣高中生之文化智能zh_TW
dc.title (題名) Using multicultural picture books to cultivate Taiwanese high school students’ Cultural Intelligenceen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Ang, S., Van Dyne, L., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3(3), 335-371.
Angelova, M., & Zhao, Y. (2016). Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills. Computer Assisted Language Learning, 29(1), 167-185.
Atkinson, D. (1999). TESOL and Culture. TESOL Quarterly, 33(4), 625-654.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
Byram, M. (1997). A model for Intercultural Communicative Competence. Teaching and assessing intercultural communicative competence (pp. 31-55). Clevedon, UK: Multilingual Matters.
Chao, T. C. (2011). The hidden curriculum of cultural content in internationally published ELT textbooks: A closer look at New American Inside Out. The Journal of Asia TEFL, 8(2), 189-210.
Chao, T. C. (2013). A diary study of university EFL learners’ intercultural learning through foreign films. Language, Culture and Curriculum, 26(3), 247-265.
Chao, T. C. (2014). The development and application of an intercultural competence scale for university EFL learners. English Teaching & Learning, 38(4), 79-124.
Chen, C. S. (2011). The Effects of Picture Books on Cultural Knowledge and English Learning Attitude of Elementary School Students. Unpublished master thesis. National Taipei University of Education, Taipei.
Deardorff, D. (2014, May). Some thoughts on assessing intercultural competence. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Deardorff, D. K. (2004). The identification and assessment of intercultural competence as a student outcome of international education at institutions of higher education in the United States. Unpublished dissertation, North Carolina State University, Raleigh.
Du, A. S. (2013). A Study of Teaching Multiculturalism with English Picture Books in EFL Elementary School. Unpublished master thesis. National Taiwan University of Science and Technology, Taipei.
Fantini, A. (2007). Exploring and assessing intercultural competence (CSD Research Paper No. 07-01). St. Louis, MO: Washington University, Center for Social Development.
Fantini, A. E. (2007, 2015). Assessment tools of intercultural communicative competence. Alvino E. Fantini, Ph.D. https://alvinoefantini.com/instruments
Friedman, I. R. (1984). How my parents learned to eat. Boston: Houghton Mifflin Harcourt.
Ghonsooly, B., & Golparvar, S. E. (2013). Probing the predictive power of cultural intelligence on Iranian EFL learners’ performance on IELTS writing test. Studies in Applied Linguistics, 3(2), 3-18.
Hsieh, P. J. (2013). The Effect of Intercultural Sensitivity through Multicultural Picture Books: A Case Study in an Elementary School. Unpublished master thesis. Southern Taiwan University of Science and Technology, Tainan.
Ke, I. C. (2012). From EFL to English as an international and scientific language: Analysing Taiwan’s high-school English textbooks in the period 1952–2009. Language, Culture and Curriculum, 25(2), 173-187.
Khan, H., & Amini, M. (2012). Golden domes and silver lanterns: A Muslim book of colors. San Francisco: Chronicle Books.
Kim, S. J. (2016). Opening up spaces for early Critical Literacy: Korean kindergarteners exploring diversity through multicultural picture books. Australian Journal of Language and Literacy, 39(2), 176-187.
Kramsch, C. (2003). Teaching language along the cultural faultline. In D. L. Lang & R. M. Paige (Eds.), Culture as the core: Perspectives on culture in second language learning (pp. 19-35). Greenwich, CT: Information Age Publishing.
Lee, H. C., & Gilles, C. (2012). Discussing Culturally Relevant Books Online: A Cross-Cultural Blogging Project. English Teaching: Practice and Critique, 11(4), 161-177.
Li, Y. R. (2009). Culture Teaching Through Bilingual Picture Books－A Case Study of Sixth-grade students in an Elementary School. Unpublished master thesis. Fu Jen Catholic University, Taipei.
Lin, G. (2013). Fortune cookie fortunes. New York, NY: Knopf Books for Young Readers.
Lin, Y. F. (2019). Content analysis of the English learning magazines for Taiwanese learners from intercultural perspectives. Unpublished master thesis. National ChengChi University, Taipei.
Malu, K. F. (2013). Exploring Children’s Picture Storybooks with Adult and Adolescent EFL Learners. English Teaching Forum, 51(3), 10-18.
O’Neil, K. (2010). Once upon today: Teaching for social justice with postmodern picturebooks. Children`s Literature in Education, 41(1), 40-51.
Pan, W. T. (2018). A Study of Using Multicultural Picture Books to Develop the Intercultural Sensitivity of Adolescent EFL Learners. Unpublished master thesis. National Chiayi University, Chiayi.
Rafie, A., Khosravi, R., & Nasiri, M. (2016). An Investigation of the Relationship between Iranian EFL Learners’ Cultural Intelligence and Their Performance on the IELTS Listening Modules. Advances in Language and Literary Studies, 7(3), 13-20.
Scarino, A. (2010). Assessing intercultural capability in learning languages: A renewed understanding of language, culture, learning, and the nature of assessment. The Modern Language Journal, 94(2), 324-329.
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford, United Kingdom: Oxford University Press.
Senokossoff, G. W. (2013). Picture Books Are For Little Kids, Aren’t They? Using Picture Books with Adolescent Readers to Enhance Literacy Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 52(3), 211-232.
Shen, J. W. (2016). A Study on the Relationships among Senior High School Students’ Multicultural Personality, Cultural Intelligence and School Adjustment: Taoyuan City as an Example. Unpublished master thesis. Chung Yuan Christian University, Taoyuan.
Shen, Y. J. (2016). Combining Picture Books with Critical Thinking in a High School EFL Classroom in Taiwan: A Case Study of a Municipal Senior High School in Taoyuan City. Unpublished master thesis. National Chengchi University, Taiwan.
Spitzberg, B. H. (1997). A model of intercultural communication competence. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (pp. 379-391). Belmont, CA: Wadsworth.
Sung, Y. C. (2009). A Study of the Relationship among Cultural Intelligence, Emotional Intelligence, Cultural Shock, and Cross-cultural Adjustment. Unpublished master thesis. National Chung Hsing University, Taichung.
Van Dyne, L., Ang, S., & Livermore, D. (2010). Cultural intelligence: A pathway for leading in a rapidly globalizing world. Leading Across Differences, 4(2), 131-138.
Wang, C. Y. (2011). EFL Senior High School Students’ Cultural Learning Experiences in Videoconferences. Unpublished master thesis. National Taiwan Normal University, Taipei.
Xue, J. (2014). Cultivating Intercultural Communication Competence through Culture Teaching. Theory & Practice in Language Studies, 4(7), 1492-1498.
Xue, J., & Pan, Q. (2012). The effects of film appreciation on improving the students` intercultural communication competence. Theory and Practice in Language Studies, 2(8), 1741-1745.
Yuen, K. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458-466.
何青蓉（2015）。異與同：兩本繪本在新移民課程與教學上的應用。課程研究，10，17-38。
吳歆嬫（2010）。科大學生對通識選修課「多元文化繪本導讀與欣賞」之學習經驗調查。止善，12，89-110。
李貞慧（2015）。議題繪本融入高中英文教學。翻轉教育。取自https://flipedu.parenting.com.tw/article/909
葉潔宇（2009）。如何在EFL情境落實跨文化溝通能力。華岡英語學報，15，275-287。doi:10.7109/HKJELL.200906.0275
葉潔宇、向玉珍（2008）。新版高中英文教科書文化內涵分析及探討。淡江人文社會學刊，35，119-140。Retrieved from http://nccur.lib.nccu.edu.tw/handle/140.119/67407		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202100177en_US