週次
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課程內容與指定閱讀
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教學活動與課前、課後作業
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學生學習投入時間
（含課堂教學時數）
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1.
9/5
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- Course Intro
- Ch.1: L2 Listening Processes (R&B)
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- In-class reading & discussion
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8 h.s
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2.
9/12
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- Ch.2: Listening Skills (R&B)
- Ch.3: Listening Strategies (R&B)
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- In-class reading & discussion
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8 h.s
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3.
9/19
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- Ch.9: Designing Instruction (Rost)
- Ch.10: Listening Assessment (Rost)
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- In-class reading & discussion
- Oral presentation 1:
Rost (Ch 10)
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8 h.s
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4.
9/26
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- Goh, C. (2008). Metacognitive instruction for second language listening development. RELC, 39:2, 188-213.
- Vandergrift, L. & M.H. Tafaghodtari (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning 60.2, 470–497.
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- In-class reading & discussion
- Oral presentation 2:
Goh (2008)
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8 h.s
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5.
10/3
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- Milliner, B., & Dimoski, B. (2024). The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy. Language Teaching Research, 28(2), 679-713.
- Zeng, Y., & Goh, C. C. M. (2018). A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness. Studies in Second Language Learning and Teaching, 8(2), 193–218.
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- In-class reading & discussion
- Oral presentation 3
Milliner & Dimoski (2024)
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8 h.s
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6.
10/10
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OFF
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8 h.s
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7.
10/17
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- Chang et al. (2019). Developing listening fluency through supported extensive listening practice. RELC Journal, 50(3) 422–438
- Tai, T. Y. & Chen, H. H. J. (2024). The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension, Computer Assisted Language Learning, 37:3, 433-460
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- In-class reading & discussion
- Oral presentation 4
Chang et al. (2019)
- Oral presentation 5:
Tai & Chen (2024)
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8 h.s
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8.
10/24
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OFF
Midterm: Online video presentations (on the self-selected reading material not included in our class reading list)
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- Create an 8- to 10-minute video presentation for a research article, including PowerPoint slides.
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8 h.s
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9.
10/31
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- Ch.3: Speaking Competence (G&B)
- Ch.6: A Methodological Framework (G&B)
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- In-class reading & discussion
- Oral presentation 6:
G& B (Ch 6)
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8 h.s
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10.
11/7
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- Ch.12: Assessing Speaking (G&B)
- Chou, M. H. (2021). An integrated approach to developing and assessing EFL students’ speaking ability and strategy use. Language Education & Assessment, 4 (1), 19–37.
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- In-class reading & discussion
- Oral presentation 7:
G&B (Ch12)
- Oral presentation 8:
Chou (2021)
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8 h.s
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11.
11/14
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- Yeh, H. C. & Lai, W. Y. (2019). Speaking progress and meaning negotiation processes in synchronous online tutoring. System, 81, 179-191.
- Tai, T. Y., & Chen, H. H. J. (2024). Improving elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions. Computers & Education, 220, 105112.
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- In-class reading & discussion
- Oral presentation 9:
Yeh & Lai (2019)
- Oral presentation 10:
Tai & Chen (2024)
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8 h.s
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12.
11/21
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- Fathi, J., Rahimi, M., & Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions. System, 121, 103254.
- 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
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- In-class reading & discussion
- Oral presentation 11:
Fathi et al. (2024)
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8 h.s
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13.
11/28
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- 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
- 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.
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- Oral presentation 12:
- Chen & Hwanag (2020)
- Oral presentation 13:
Chou (2018)
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8 h.s
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14.
12/5
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- Zheng, Y., & Barrot, J. S. (2022). Social media as an e-portfolio platform: Effects on L2 learners’ speaking performance. Language Learning & Technology, 26(1).
- Zou, B., Wang, C., Yan, Y., Du, X., & Ji, Y. (2025). Exploring English as a foreign language learners’ adoption and utilisation of ChatGPT for speaking practice through an extended technology acceptance model. International Journal of Applied Linguistics, 35(2), 689–704.
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- In-class reading & discussion
- Oral presentation 14:
Zou et al. (2025)
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8 h.s
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15.
12/12
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- Paterson, R. (2022). Prompting metacognitive reflection to facilitate speaking improvements in learners of English as a foreign language. English Teaching & Learning, 46, 157–177.
- Zhang, W., Zhang, D., & Zhang, L. J. (2021). Metacognitive instruction for sustainable learning: Learners’ perceptions of task difficulty and use of metacognitive strategies in completing integrated speaking tasks. Sustainability, 13(11), 6275.
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- In-class reading & discussion
- Oral presentation 15
Paterson (2022)
- Oral presentation 16
Zhang et al. (2021)
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8 h.s
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16.
12/19
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- Research proposal oral reports (5-10 mins per person)
- How to write a research proposal
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- In-class reading & discussion
- Research proposals due on 12/31
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8 h.s
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