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All Journal Journal of Education and Learning (EduLearn) Indonesian Journal of English Teaching
Hsueh-Hua Chuang
National Sun Yat-sen University
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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A pedagogical framework of cross-cultural online collaborative projects in English as Foreign Language (EFL) classrooms Yunchai Chen; Hsueh-Hua Chuang; Aurora Lacaste
Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (821.34 KB) | DOI: 10.11591/edulearn.v15i2.19950

Abstract

Many researchers have focused on online collaborative learning, cross-cultural communication, project-based learning, digital literacy, and digital storytelling but there is no pedagogical framework that incorporates these elements for English as Foreign Language (EFL) teaching. This study based on the qualitative design established a pedagogical framework from three different types of cross-cultural collaborative projects with the collected data including students’ artifacts and project structures. We have found that the pedagogical framework proposed here serves as a guide to facilitate different types of cross-cultural projects in their classrooms. The multiple cases of cross-cultural online collaborative projects in an EFL class were taught according to the theories of project-based learning and content language integrated learning alike, proved to follow this pedagogical framework. Implementation is also described to give more details on how the projects were conducted. In the end, opportunities and challenges are provided for future implementation of online collaborative EFL projects.
Exploring Taiwanese EFL Graduate Students Learning Academic Writing Ming-Hung Hsieh; Hsueh-Hua Chuang
IJET (Indonesian Journal of English Teaching) Vol. 11 No. 1 (2022): JULY
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (271.638 KB) | DOI: 10.15642/ijet2.2022.11.1.69-80

Abstract

Much has been done to explore the successful tips for scholarly publication in higher education, and has revealed the challenges facing periphery scholars; few studies, however, discussed the enculturation of learning how to write their theses in English as a Foreign Language (EFL) contexts from graduate students’ standpoints. This study aims to bridge the gaps in the extant literature on academic writing and yield insights into how research space is created by graduate students from the perspective of community of practice (CoP). In particular, this paper addressed what graduate students might encounter in terms of graduate students’ beliefs and attitudes toward academic writing and their multidimensional engagement in the academic community. Four graduate students were involved in the study via homogeneous sampling from four universities in Taiwan. To obtain rich data, semi-structured interviews were adopted, audio-recorded, transcribed, and re-constructed. The results highlighted graduate students’ needs for systematic training of research paper writing. The participants believe that they may benefit more from thorough academic training, whereas they found their academic writing training and writing proficiency insufficient. This study concludes with pedagogical implications for rigorous course design and training for English for Academic Purposes (EAP) writing professionals to improve the quality of EFL academic writing.
Co-Authors Aurora Lacaste Ming-Hung Hsieh Yunchai Chen