SemesterFall Semester, 2023
DepartmentMA Program of English, First Year Ph.D. Program in TESOL, First Year MA Program of English, Second Year Ph.D. Program in TESOL, Second Year
Course NameDeveloping Oral Proficiency in English: Teaching Listening and Speaking
InstructorHSU LI-YUAN
Credit3.0
Course TypeElective
Prerequisite
Course Objective
Course Description
Course Schedule







I. General requirements




  1. To preview and review the assigned readings

  2. To check the MOODLE course on a regular basis

  3. To participate actively in class discussions

  4. To give oral presentations on the assign reading, self-selected reading, and research proposal

  5. To turn in a research proposal



 



II. Our weekly schedule

























































































































週次

課程內容與指定閱讀

教學活動與課前、課後作業

學生學習投入時間



（含課堂教學時數）

1.



 

  1. Course Intro

  2. Ch.1: L2 Listening Processes (R&B)

  1. In-class reading & discussion

8 h.s

2.



 

  1. Ch.2: Listening Skills (R&B)

  2. Ch.3: Listening Strategies (R&B)

  1. In-class reading & discussion

8 h.s

3.



 

  1. Ch.4: Listening Text Types (R&B)

  2. Ch.9: Designing Instruction (Rost)



 



 

  1. In-class reading & discussion

  2. Oral presentation 1:



 

8 h.s

4.



 

  1. Goh, C. (2008). Metacognitive instruction for second language listening development. RELC, 39:2, 188-213.

  2. Ch.10: Listening Assessment (Rost)



 

  1. In-class reading & discussion

  2. Oral presentation 2:



 



 

8 h.s

5.



 

  1. Chou, M. H., (2017). A task-based language teaching approach to developing metacognitive strategies for listening comprehension. International Journal of Listening

  2. Chen, C. W., (2019). Guided listening with listening journals and curated materials: a metacognitive approach. Innovation in Language Learning and Teaching, 13:2, 133-146.

  1. In-class reading & discussion

  2. Oral presentation 3



 



 

8 h.s

6.



 

  1. Chang et al. (2019). Developing listening fluency through supported extensive listening practice. RELC Journal, 50(3) 422–438

  2. Barjesteh & Ghaseminia (2023). Effects of pre-listening task types on the development of EFL learners’ listening comprehension ability. International Journal of Listening, 37:2, 156-170.

  1. In-class reading & discussion

  2. Oral presentation 4



 

8 h.s

7.



 

  1. Lee, Liu, & Tseng (2021). One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension. Language Teaching Research, 25(3) 400–430.

  2. Hsieh, Y. (2020). Effects of video captioning on EFL vocabulary learning and listening comprehension. Computer Assisted Language Learning, 33:5-6.




  1. In-class reading & discussion

  2. Oral presentation 5:



 




  1. Oral presentation 6:



 

8 h.s

8.



 

  1. Ch.1: Speaking and the Language Learner (G&B)




  1. Ch2: Cognitive Processes in Speaking (G&B)

  1. In-class reading & discussion

  2. Oral presentation 7:



 

8 h.s

9.



 

  1. Ch.3: Speaking Competence (G&B)

  2. Ch.6: A Methodological Framework (G&B)

  1. In-class reading & discussion

  2. Oral presentation 8:



 

8 h.s

10.



 



 

  1. Online video presentations on the self-selected reading material

  1. Make an 8 to 10-min video to present a research article (with ppt slides).



8 h.s

11.



 

  1. Ch.9: Speaking Tasks (G&B)

  2. Ch.12: Assessing Speaking (G&B)



 

  1. In-class reading & discussion

  2. Oral presentation 9



 



 

8 h.s

12.



 

  1. Yeh, H. C. & Lai, W. Y. (2019). Speaking progress and meaning negotiation processes in synchronous online tutoring. System, 81, 179-191.

  2. Yeh, H. C., Chang, Chen, & Heng (2021). Effects of podcast?making on college students’ English speaking skills in higher education, Educational Technology Research and Development, 69:2845–2867

  1. In-class reading & discussion

  2. Oral presentation 10



 



 



 

8 h.s

13.



 

  1. Wu, W. C., Hsieh, J. S. C., & Yang, J. C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology & Society, 20(2):142-157.




  1. Chen, M. R. A., Hwang, G. J. (2020) Effects of a concept mapping?based flipped learning approach on EFL students' English speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology

  1. In-class reading & discussion

  2. Oral presentation 11



 



 

8 h.s

14.



 

  1. Chen, Y. C. (2022). Effects of technology-enhanced language learning on reducing EFL learners public speaking anxiety. Computer Assisted Language Learning,




  1. Chou, M. (2018). Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English?Medium Instruction Contexts. TESOL Quarterly,52, 611-633.

  1. In-class reading & discussion

  2. Oral presentation 12



 



 



 

8 h.s

15.



 

  1. Huang, H.T. D. (2023). Examining the effect of digital storytelling on English speaking proficiency, willingness to communicate, and group cohesion, TESOL Quarterly, 57: 1

  2. Hung S. T. et al. (2023): Virtual reality is not always a cure-all: evidences from a quasi-experiment of EFL business speaking courses, Interactive Learning Environments




  1. In-class reading & discussion

  2. Oral presentation 14



 




  1. Oral presentation #



 



 

8 h.s

16.



 

  1. How to write a research proposal

  2. Research proposal oral reports (5-10 mins per person)

  1. In-class reading & discussion



 



 



 

8 h.s

17.



 



 

  1. Working on the final research proposal

 



 

6 h.s



18.



 



 

  1. Working on the final research proposal

 

6 h.s


 

Teaching Methods
Teaching Assistant

無


Requirement/Grading

  1. Attendance, participation, discussions, and other assignments  20%

  2. An oral presentation on the assigned reading  25%

  3. An oral presentation on the self-selected reading material (online) 20%

  4. Final research proposal  35%


Textbook & Reference

I. Main Textbooks:




  1. Richards, J. C. & Burns, A. (2012). Tips for teaching listening: A practical approach. White Plains: Pearson Education.

  2. Rost, M. (2016). Teaching and researching listening. New York: Routledge.

  3. Goh, C. C. M, & Burns, A. (2012). Teaching speaking: A holistic approach. New York: Cambridge University Press.



II. Other reading materials (See MOODLE, research papers available online)


Urls about Course
Attachment