Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676523
Title: The effects of applying student-centred approaches on EFL undergraduates conducting business English writing in Taiwan
Author: Hsu, Yun-Teng
ISNI:       0000 0004 5372 9647
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2014
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Abstract:
This study aims to examine the effects of applying corpus driven learning, language learning strategies, English writing strategies, online collaborative writing, and peer feedback on how EFL undergraduates conduct business writing. Both quantitative and qualitative research methods were applied to analysing relevant data collected from 80 undergraduates studying at a university in southern Taiwan. They were allocated into two classes: the control group and the experimental group. Over the 2012/2013 academic semesters, the following four major treatments: (a) corpus linguistic features and techniques, (b) language learning strategies, (c) English writing strategies, and (d) online collaborative writing and peer feedback, were implemented in the experimental group and after-hours online learning platforms. The grades of pre-test and post-test were analysed from various respects, so the effects of applying these treatments on business writing were assessed. Most participants from experimental group highly evaluated the effectiveness of applying the blended four-treatment approaches to facilitating them in making significant progress in business English writing. In this experimental research, as no difference between the mean pre-test scores of the experimental group and the control group was found, those participants who attended the experimental blended four-treatment course for one academic year would, on average, achieve a post-test score 22.321 points higher than those undergraduates from the control group during the same period of time. The blended four-treatment approaches did not deny the value of the traditional teacher-centred pedagogy; instead, the teacher's intervention was still functioning in the whole project. However, the blended student-centred approaches prevailed over the teacher-centred pedagogy, aiming·to stimulate EFL undergraduates to reinforce their independent and autonomous learning ability and boost their potential within the ZPD framework. Most participants claimed that they could explore the appropriate word choices, grammatical and semantic patterns, and styles of business writing by using DOL and online resources.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.676523  DOI: Not available
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