| dc.contributor | 外文中心 | - |
| dc.creator (作者) | 陳彩虹 | - |
| dc.creator (作者) | Chen, Rainbow Tsai-Hung | - |
| dc.date (日期) | 2022-12 | - |
| dc.date.accessioned | 29-May-2023 10:35:22 (UTC+8) | - |
| dc.date.available | 29-May-2023 10:35:22 (UTC+8) | - |
| dc.date.issued (上傳時間) | 29-May-2023 10:35:22 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/144936 | - |
| dc.description.abstract (摘要) | Research on the rise of English as a global lingua franca has consistently advised against a strong adherence to the native-speaker model in English language teaching, but the uptake of this advice by classroom teachers remains limited. In an attempt to tackle this impediment, this mixed methods study at a Taiwanese university featured an intervention that aimed to challenge students' beliefs about “standard English” and foster their awareness of Global Englishes. During the 24-week intervention, the students engaged in a series of online and face-to-face communication in English with international students from different first language backgrounds. The effects of the intervention were examined by gauging the changes in the students’ attitudes toward the diversity of English and their associated English self-efficacy through pre-and post-test questionnaires and semi-structured interviews. The findings revealed that the students became significantly more accepting of the non-native varieties of English and more confident as users of English, which appeared to be associated with their experiences of the lingua franca function of English in the project, and a concomitant self-reevaluation of their own English abilities. | - |
| dc.format.extent | 108 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | System, Vol.111, 102946 | - |
| dc.subject (關鍵詞) | Global englishes; English as a lingua franca; EFL; Pedagogy; English language teaching | - |
| dc.title (題名) | Effects of Global Englishes-oriented pedagogy in the EFL classroom | - |
| dc.type (資料類型) | article | - |
| dc.identifier.doi (DOI) | 10.1016/j.system.2022.102946 | - |
| dc.doi.uri (DOI) | https://doi.org/10.1016/j.system.2022.102946 | - |
