1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 短期國外實習生在國際教育場域的教師自我概念轉變之研究
An Investigation into the Impact of an International Internship on Teacher Identity Change
作者 王穎緹
Wang, Ying-Ti
貢獻者 招靜琪
Chao, Chin-chi
王穎緹
Wang, Ying-Ti
關鍵詞 教師身份
身份建構
實踐社群
語言學習
語言身份
Teacher identity
Identity construction
Community of practice
Language learning
Language identity
日期 2025
上傳時間 1-Sep-2025 14:37:15 (UTC+8)
摘要 國際實習一直被認為是大學生同時學習外語與培養專業技能的有效途徑 ，因此越來越多大學生申請參與國際實習，以提升自身的能力。本研究的主要 目的是探討一位化名為 Darlene 的國際教育者，在大學時期參與國際實習的經 驗如何形塑或改變其教師身份的建構。本研究採用個案研究法。資料來源包括 日誌、日常對話、反思性文件以及三次半結構式訪談。研究將從三個階段探討 參與者的經歷:實習前、實習中與實習後。透過分析這些資料，討論參與者在 異國環境中所遭遇的困難與所經歷的變化。根據結果顯示，參與者在面對不確 定性與文化議題時開始反思自己的身份與文化。最後，本研究旨在提供對成為 國際實習教師有興趣的人一些實務資料，協助更有效地支持實習教師與語言教學者。
International internship has been considered as an effective way for college students to learn foreign languages and develop professional skills at the same time, and more and more college students apply for being an international intern to polish their abilities. The major purpose of this study is to investigate how the international internship experience from college period shapes or changes the teacher identity construction of an international educator, anonymized as Darlene. A case study approach was adopted in this study. Data included journal, daily conversations, reflectional documents, and three semi-structured interviews. The participant's experiences were divided into three parts to investigate: before the internship, during the internship, and after the internship. By analyzing the data, the difficulties the participants encountered, and the changes found in the foreign context was discussed. According to results, it can be found that the participant holds different attitudes toward the uncertainty and culture issues to deal with the difficulties. The process of being an international intern teacher led them to reflect about their identity and culture. Finally, the study aims to provide people who are interested in being international intern teachers with some data to see how to help the interns and language instructors better.
參考文獻 Allen, H. W. (2010). What shapes short-term study abroad experiences? A comparative case study of students’ motives and goals. Journal of Studies in International Education, 14(5), 452-470. Allen, H. W. & Herron, C. (2003). A mixed‐methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals, 36(3), 370-385.  Andarab, M. S., & Mahmoudi, A. (2015). Cultural conceptualization and cross-cultural misunderstanding in Iranian English. International Journal of Language and Linguistics, 3(6), 353–359. Anderson, B. (1992). Imagined communities: Reflections on the origin and spread of nationalism. New York: NY: Verso.  Barkhuizen, G. P. (Ed.). (2017). Reflections on language teacher identity research (pp. 1–11). New York, NY: Routledge. Bauman, R. (2000). Language, identity, performance. Pragmatics, 10(1), 1-5.  Borg, S. (2017). Action research and teacher identity. The 2016 Cambridge English/English UK Action Research Scheme, 2, 1–9. Brecht, R., Davidson, D., & Ginsberg, R. (1995). Predictors of foreign language gain during study abroad. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 37–66). Amsterdam: John Benjamins. Cantillon, P., Dornan, T., & De Grave, W. (2019). Becoming a clinical teacher: identity formation in context. Academic Medicine, 94(10), 1610-1618. Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. NY: Routledge.  Chen, V. H. H. (2014). Cultural identity. Key Concepts in Intercultural Dialogue, 22(1), 1–2. Clandinin, D., & Caine, V. (2008). Narrative Inquiry. In Lisa M. Given (Ed.), The Sage Encyclopedia of Qualitative Research Methods. (pp. 542-545). Thousand Oaks, CA: SAGE. Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage.  Davidson, D. E. (2007). Study abroad and outcomes measurements: The case of Russian. Modern Language Journal, 91, 276-280. Dewey, D. P., Belnap, R. K., & Hillstrom, R. (2013). Social network development, language use, and language acquisition during study abroad: Arabic language learners’ perspectives. Frontiers: The interdisciplinary journal of study abroad, 22(1), 84-110. Farrell, T. S. C. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1), 54–62. Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. Heale, R., & Twycross, A. (2018). What is a case study?. Evidence-based nursing, 21(1), 7-8. Isabelli-García, C., Bown, J., Plews, J. L., & Dewey, D. P. (2018). Language learning and study abroad. Language Teaching, 51(4), 439-484. Iwasaki, N. (2010). Style shifts among Japanese learners before and after study abroad in Japan: Becoming active social agents in Japanese. Applied Linguistics, 31(1), 45-71. Kang, O., & Ghanem, R. (2016). Learners' self-perception of target language study in overseas immersion. Journal of Language Teaching and Research, 7(5), 819–827. Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity, and Education, 2(4), 241-249.  Kharchenko, N. (2014). Imagined communities and teaching English as a second language. Journal of Foreign Languages, Cultures and Civilizations, 2(1), 21-39. Kim, H. K. (2011). Native speakerism affecting nonnative English teachers’ identity formation: A critical perspective. English Teaching, 66(4), 53-71. King, R., & Raghuram, P. (2013). International student migration: Mapping the field and new research agendas. Population, Space and Place, 19(2), 127-137.  Kinginger, C. (2004). Alice doesn’t live here anymore: Foreign language learning and identity reconstruction. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 219–242). Multilingual Matters. Lantolf, J.P. (2000). Sociocultural Theory and Second Language Learning. Oxford, UK: Oxford University Press. Lee, J. S. (2007). Second language, intercultural experience, and identity: a case study of Korean overseas students in Canada. Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford University Lin, C.-Y. (2012). A study on the relationship between English learning motivation and academic achievement among senior high school students in Taiwan (Master’s thesis, National Chengchi University). National Digital Library of Theses and Dissertations in Taiwan. Lompscher, J. (1999). Motivation and activity. European Journal of Psychology of Education, 14(1), 11-22.  Malerich, J. (2009). The value of international internships in global workforce development. Arizona: Arizona State University. Martinsen, R. (2011). Predicting changes in cultural sensitivity among students of Spanish  during short-term study abroad. Hispania, 121-141.  Maxwell, J. A. (2012). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage. McMeekin, A. (2016). L2 learners of Japanese: Socialization of private assessments in a host family setting. Canadian Journal of Applied Linguistics, 19(2), 107-127. Norton, B. (1997). Language, identity, and the ownership of English. TESOL quarterly, 31(3), 409-429. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Pearson Education/Longman.  Norton, B. (2014). Non-participation, imagined communities and the language classroom. In Learner contributions to language learning (pp. 159-171). Routledge. Breen (Ed.), Learner Contributions to Language Learning: New Directions in Research (pp. 159-171). London: Longman/ Pearson education.  Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language teaching, 44(4), 412-446.  Orahood, T., Kruze, L., & Pearson, D. E. (2004). The Impact of Study Abroad on Business Students' Career Goals. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 117-130. Pavlenko, A. (2007). Autobiographic Narratives as Data in Applied Linguistics. Applied Linguistics, 28(2), 163-188.  Reeves, J. (2018). Teacher identity. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley-Blackwell. Rivers, W. P. (1998). Is being there enough? The effects of homestay placements on language gain during study abroad. Foreign Language Annals, 31(4), 492–500. Rovira, L. C. (2008). The relationship between language and identity: The use of the home language as a human right of the immigrant. REMHU - Revista Interdisciplinar da Mobilidade Humana, 16(31), 63–81. Schmidt‐Rinehart, B. C., & Knight, S. M. (2004). The homestay component of study abroad: Three perspectives. Foreign Language Annals, 37(2), 254-262. Spolsky, B. (1999). Second-language learning. In J. Fishman (Ed.), Handbook of language and ethnic identity (pp. 181-192). Oxford: Oxford University Press.  Steglitz, I., & Gross, L. (2009). Translating study abroad experiences for workplace competencies. Peer Review, 11(4), 19–22. Sutton, R.C., & Rubin, D.L.(2004). The GLOSSARI project: Initial findings from a system-wide research initiative on study abroad learning outcomes. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 65-8.  Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41, 657–80. Van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017).  Developing a teacher identity in the university context: A systematic review of the literature. Higher Education Research & Development, 36(2), 325-342. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.  Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3. Wenger, E. C., & Snyder, W. M. (2000). Communities of practice: The organizational frontier. Harvard business review, 78(1), 139-146. Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business School Press. Wenger, E. (2011). Communities of practice: A brief introduction. Technical Report. University of Oregon, USA. Wiers-Jenssen, J. (2008). Does higher education attained abroad lead to international jobs?  Journal of Studies in International Education, 12(2), 101–130. Wilkinson, S. (2002). The omnipresent classroom during summer study abroad: American students in conversation with their French hosts. The Modern Language Journal, 86(2), 157-173. Yin, R. K. (2009). Case study research: Design and methods (4th ed., Vol. 5). Thousand Oaks, CA: Sage.
描述 碩士
國立政治大學
英國語文學系
108551011
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108551011
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin-chien_US
dc.contributor.author (Authors) 王穎緹zh_TW
dc.contributor.author (Authors) Wang, Ying-Tien_US
dc.creator (作者) 王穎緹zh_TW
dc.creator (作者) Wang, Ying-Tien_US
dc.date (日期) 2025en_US
dc.date.accessioned 1-Sep-2025 14:37:15 (UTC+8)-
dc.date.available 1-Sep-2025 14:37:15 (UTC+8)-
dc.date.issued (上傳時間) 1-Sep-2025 14:37:15 (UTC+8)-
dc.identifier (Other Identifiers) G0108551011en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/158986-
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) 108551011zh_TW
dc.description.abstract (摘要) 國際實習一直被認為是大學生同時學習外語與培養專業技能的有效途徑 ，因此越來越多大學生申請參與國際實習，以提升自身的能力。本研究的主要 目的是探討一位化名為 Darlene 的國際教育者，在大學時期參與國際實習的經 驗如何形塑或改變其教師身份的建構。本研究採用個案研究法。資料來源包括 日誌、日常對話、反思性文件以及三次半結構式訪談。研究將從三個階段探討 參與者的經歷:實習前、實習中與實習後。透過分析這些資料，討論參與者在 異國環境中所遭遇的困難與所經歷的變化。根據結果顯示，參與者在面對不確 定性與文化議題時開始反思自己的身份與文化。最後，本研究旨在提供對成為 國際實習教師有興趣的人一些實務資料，協助更有效地支持實習教師與語言教學者。zh_TW
dc.description.abstract (摘要) International internship has been considered as an effective way for college students to learn foreign languages and develop professional skills at the same time, and more and more college students apply for being an international intern to polish their abilities. The major purpose of this study is to investigate how the international internship experience from college period shapes or changes the teacher identity construction of an international educator, anonymized as Darlene. A case study approach was adopted in this study. Data included journal, daily conversations, reflectional documents, and three semi-structured interviews. The participant's experiences were divided into three parts to investigate: before the internship, during the internship, and after the internship. By analyzing the data, the difficulties the participants encountered, and the changes found in the foreign context was discussed. According to results, it can be found that the participant holds different attitudes toward the uncertainty and culture issues to deal with the difficulties. The process of being an international intern teacher led them to reflect about their identity and culture. Finally, the study aims to provide people who are interested in being international intern teachers with some data to see how to help the interns and language instructors better.en_US
dc.description.tableofcontents CHINSES ABSTRACT V ABSTRACT VI CHAPTER ONE: INTRODUCTION 1 CHAPTER TWO: LITERATURE REVIEW 5 Language Teacher Identities 5 Community of Practice 7 Studies on International Internship 9 CHAPTER THREE: METHODOLOGY 15 Participant 15 The Internship Program 16 Data Collection 19 Data Analysis 21 Trustworthiness 22 Research Timeline 23 CHAPTER FOUR: RESULTS 25 Experiences in the Community of Practice 25 Emotional Responses and Perceived Identity 27 Professional Self-Expectations 28 The impact of specific events 30 Teacher Identity Construction 34 The changes in the participant’s attitude toward the role of teacher 36 The changes in the role this intern played in her life and her attitude toward the community of practice 37 CHAPTER FIVE: DISCUSSION 39 Critical Experiences 40 Struggles to Build up Relations with People in the Community of Practice 41 Struggles to Resolve the Conflicts 44 Identity Change 45 Identity as How a Person Understands Her Relationship with Others 48 The Challenged and Revised Identity and Community of Practice 49 The Reality in Australia 51 Conclusion 51 CHAPTER SIX: CONCLUSION 53 Summary of the Findings 53 Pedagogical Implications 54 Limitations of the Study 56 Suggestion for Future Research 56 Conclusion 58 REFERENCES 60 Appendix A: INTERVIEW PROTOCOLS 66 Topic domain one: Participant’s experience before international internship 66 Topic domain two: Participant’s experience during the international internship 67 Topic domain three: Participant’s experience after international internship 69zh_TW
dc.format.extent 783190 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108551011en_US
dc.subject (關鍵詞) 教師身份zh_TW
dc.subject (關鍵詞) 身份建構zh_TW
dc.subject (關鍵詞) 實踐社群zh_TW
dc.subject (關鍵詞) 語言學習zh_TW
dc.subject (關鍵詞) 語言身份zh_TW
dc.subject (關鍵詞) Teacher identityen_US
dc.subject (關鍵詞) Identity constructionen_US
dc.subject (關鍵詞) Community of practiceen_US
dc.subject (關鍵詞) Language learningen_US
dc.subject (關鍵詞) Language identityen_US
dc.title (題名) 短期國外實習生在國際教育場域的教師自我概念轉變之研究zh_TW
dc.title (題名) An Investigation into the Impact of an International Internship on Teacher Identity Changeen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Allen, H. W. (2010). What shapes short-term study abroad experiences? A comparative case study of students’ motives and goals. Journal of Studies in International Education, 14(5), 452-470. Allen, H. W. & Herron, C. (2003). A mixed‐methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals, 36(3), 370-385.  Andarab, M. S., & Mahmoudi, A. (2015). Cultural conceptualization and cross-cultural misunderstanding in Iranian English. International Journal of Language and Linguistics, 3(6), 353–359. Anderson, B. (1992). Imagined communities: Reflections on the origin and spread of nationalism. New York: NY: Verso.  Barkhuizen, G. P. (Ed.). (2017). Reflections on language teacher identity research (pp. 1–11). New York, NY: Routledge. Bauman, R. (2000). Language, identity, performance. Pragmatics, 10(1), 1-5.  Borg, S. (2017). Action research and teacher identity. The 2016 Cambridge English/English UK Action Research Scheme, 2, 1–9. Brecht, R., Davidson, D., & Ginsberg, R. (1995). Predictors of foreign language gain during study abroad. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 37–66). Amsterdam: John Benjamins. Cantillon, P., Dornan, T., & De Grave, W. (2019). Becoming a clinical teacher: identity formation in context. Academic Medicine, 94(10), 1610-1618. Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. NY: Routledge.  Chen, V. H. H. (2014). Cultural identity. Key Concepts in Intercultural Dialogue, 22(1), 1–2. Clandinin, D., & Caine, V. (2008). Narrative Inquiry. In Lisa M. Given (Ed.), The Sage Encyclopedia of Qualitative Research Methods. (pp. 542-545). Thousand Oaks, CA: SAGE. Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage.  Davidson, D. E. (2007). Study abroad and outcomes measurements: The case of Russian. Modern Language Journal, 91, 276-280. Dewey, D. P., Belnap, R. K., & Hillstrom, R. (2013). Social network development, language use, and language acquisition during study abroad: Arabic language learners’ perspectives. Frontiers: The interdisciplinary journal of study abroad, 22(1), 84-110. Farrell, T. S. C. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1), 54–62. Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. Heale, R., & Twycross, A. (2018). What is a case study?. Evidence-based nursing, 21(1), 7-8. Isabelli-García, C., Bown, J., Plews, J. L., & Dewey, D. P. (2018). Language learning and study abroad. Language Teaching, 51(4), 439-484. Iwasaki, N. (2010). Style shifts among Japanese learners before and after study abroad in Japan: Becoming active social agents in Japanese. Applied Linguistics, 31(1), 45-71. Kang, O., & Ghanem, R. (2016). Learners' self-perception of target language study in overseas immersion. Journal of Language Teaching and Research, 7(5), 819–827. Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity, and Education, 2(4), 241-249.  Kharchenko, N. (2014). Imagined communities and teaching English as a second language. Journal of Foreign Languages, Cultures and Civilizations, 2(1), 21-39. Kim, H. K. (2011). Native speakerism affecting nonnative English teachers’ identity formation: A critical perspective. English Teaching, 66(4), 53-71. King, R., & Raghuram, P. (2013). International student migration: Mapping the field and new research agendas. Population, Space and Place, 19(2), 127-137.  Kinginger, C. (2004). Alice doesn’t live here anymore: Foreign language learning and identity reconstruction. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 219–242). Multilingual Matters. Lantolf, J.P. (2000). Sociocultural Theory and Second Language Learning. Oxford, UK: Oxford University Press. Lee, J. S. (2007). Second language, intercultural experience, and identity: a case study of Korean overseas students in Canada. Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford University Lin, C.-Y. (2012). A study on the relationship between English learning motivation and academic achievement among senior high school students in Taiwan (Master’s thesis, National Chengchi University). National Digital Library of Theses and Dissertations in Taiwan. Lompscher, J. (1999). Motivation and activity. European Journal of Psychology of Education, 14(1), 11-22.  Malerich, J. (2009). The value of international internships in global workforce development. Arizona: Arizona State University. Martinsen, R. (2011). Predicting changes in cultural sensitivity among students of Spanish  during short-term study abroad. Hispania, 121-141.  Maxwell, J. A. (2012). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage. McMeekin, A. (2016). L2 learners of Japanese: Socialization of private assessments in a host family setting. Canadian Journal of Applied Linguistics, 19(2), 107-127. Norton, B. (1997). Language, identity, and the ownership of English. TESOL quarterly, 31(3), 409-429. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Pearson Education/Longman.  Norton, B. (2014). Non-participation, imagined communities and the language classroom. In Learner contributions to language learning (pp. 159-171). Routledge. Breen (Ed.), Learner Contributions to Language Learning: New Directions in Research (pp. 159-171). London: Longman/ Pearson education.  Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language teaching, 44(4), 412-446.  Orahood, T., Kruze, L., & Pearson, D. E. (2004). The Impact of Study Abroad on Business Students' Career Goals. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 117-130. Pavlenko, A. (2007). Autobiographic Narratives as Data in Applied Linguistics. Applied Linguistics, 28(2), 163-188.  Reeves, J. (2018). Teacher identity. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley-Blackwell. Rivers, W. P. (1998). Is being there enough? The effects of homestay placements on language gain during study abroad. Foreign Language Annals, 31(4), 492–500. Rovira, L. C. (2008). The relationship between language and identity: The use of the home language as a human right of the immigrant. REMHU - Revista Interdisciplinar da Mobilidade Humana, 16(31), 63–81. Schmidt‐Rinehart, B. C., & Knight, S. M. (2004). The homestay component of study abroad: Three perspectives. Foreign Language Annals, 37(2), 254-262. Spolsky, B. (1999). Second-language learning. In J. Fishman (Ed.), Handbook of language and ethnic identity (pp. 181-192). Oxford: Oxford University Press.  Steglitz, I., & Gross, L. (2009). Translating study abroad experiences for workplace competencies. Peer Review, 11(4), 19–22. Sutton, R.C., & Rubin, D.L.(2004). The GLOSSARI project: Initial findings from a system-wide research initiative on study abroad learning outcomes. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 65-8.  Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41, 657–80. Van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017).  Developing a teacher identity in the university context: A systematic review of the literature. Higher Education Research & Development, 36(2), 325-342. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.  Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3. Wenger, E. C., & Snyder, W. M. (2000). Communities of practice: The organizational frontier. Harvard business review, 78(1), 139-146. Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business School Press. Wenger, E. (2011). Communities of practice: A brief introduction. Technical Report. University of Oregon, USA. Wiers-Jenssen, J. (2008). Does higher education attained abroad lead to international jobs?  Journal of Studies in International Education, 12(2), 101–130. Wilkinson, S. (2002). The omnipresent classroom during summer study abroad: American students in conversation with their French hosts. The Modern Language Journal, 86(2), 157-173. Yin, R. K. (2009). Case study research: Design and methods (4th ed., Vol. 5). Thousand Oaks, CA: Sage.zh_TW