Analysis of 31 Taiwanese EFL Undergraduates' Designs and Implementations of Contextualized Language Instruction as Service Learning: A Case Study

Autor/in	Chien, Chin-Wen
Titel	Analysis of 31 Taiwanese EFL Undergraduates' Designs and Implementations of Contextualized Language Instruction as Service Learning: A Case Study
Quelle	In: Pedagogies: An International Journal, 18 (2023) 4, S.632-650 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chien, Chin-Wen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2022.2122977
Schlagwörter	Service Learning; Undergraduate Students; Textbooks; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Education Programs; Methods Courses; Lesson Plans; Peer Evaluation; Foreign Countries; Student Attitudes; Feedback (Response); Video Technology; Cooperative Learning; Instructional Design; Pedagogical Content Knowledge; Taiwan + Suchen Sie Ihr Suchwort? Service-Learning; Textbook; Text book; Schulbuch; Lehrbuch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Methodisch-didaktische Anleitung; Lesson planning; Unterrichtsplanung; Ausland; Schülerverhalten; Kooperatives Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Pädagogische Kompetenz
Abstract	Service learning can enhance prospective teachers' instructional practice through designing English lessons and tasks for real purposes based on the local context. This study analysed 31 Taiwanese EFL undergraduates' lesson designs and implementations of contextualized language instruction as service learning in a language teacher education programme in Taiwan. Based on the thematic analysis of lesson plans, self-evaluations, peer-evaluations, stakeholders' feedback, teaching videos, and interviews, this study reached the following major findings. First, through the investigation of the textbooks and local features, undergraduates designed topic-based lessons with contextualized dialogues as the features of contextualized language instruction. Secondly, the TESOL method course, instructor's modelling, and collaborative lesson planning purposefully prepared 31 English majors for the lesson designs and implementation as service learning. Thirdly, the undergraduates' knowledge was constructed, particularly knowledge of learners, teaching contexts, educational ends as well as content and curriculum knowledge of contextualized language instruction. Finally, participants, their peers, and stakeholders (learners and tourists) regarded these lessons relevant to their lives. Suggestions on effective integration of lesson designs and implementations of contextualized language instruction into service learning for prospective language teachers were provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01