臺灣博碩士論文加值系統

      台灣《十二年國民基本教育課程綱要》明訂應培養學生具備「核心素養」，使其有能力應對未來所面臨的挑戰。於此同時，全球宛如一個共同體，跨文化的互動每日都在進行。以英語為外語（EFL）的學生身為其中的一份子，所需要的不僅只是語言能力，更重要的是跨文化溝通的能力。在這個背景下，與非母語人士書信交流計畫便成為一項值得融入課程中的活動，因為與非母語人士書信交流計畫同時含括了書寫溝通和跨文化教育，是溝通式的真實寫作任務。
      然而，儘管研究證實書信交流對於以英語為外語的學生有所助益，台灣近二十年來的實證研究主要皆專注於探討「電子郵件交流」的效益。因此，基於相信學生也能在書寫實體信件的過程中獲益，本研究的目的乃探究「與筆友（penpal）通信」對於以英語為外語的學生所產生的效益，而非「與網友（keypal）通信」的效益。
      本研究是透過台南一所公立學校與國外兩所高中（一所日本、一所南韓）之間的書信交流計畫來進行。參與者是69位高二學生，分別與日本或韓國的筆友通信。這個書信交流計畫歷時四個月，從2019年9月到2020年1月。
      這項研究的結果主要有四個發現。首先，在完成與非母語人士書信交流的計畫後，參與者的英語寫作表現獲得顯著進步。第二，參與者對於英語寫作的態度變得更為正向。第三，參加者提高了跨文化交流的能力，書信交流計畫後文化意識顯著提高。第四，參與者認為書信交流計畫中的多數活動是有效的，並且也認同這些活動的效益。

     The Curriculum Guidelines of 12-Year Basic Education in Taiwan stipulate that core competencies be fostered in students so that they will be able to deal with challenges in the future. Simultaneously, being part of a global community where interaction across cultures takes place daily, EFL students need to develop not only language proficiency but more importantly,intercultural communicative competence. Against this background, the Letter Exchange with Non-Native Speakers (LENNS) project, an authentic task with communicative functions that entails written communication and intercultural education, can be one good choice worth incorporating into the curriculum.
     While letter exchange has been proved beneficial to EFL students,empirical studies in Taiwan have focused on the effects of exchanging email for the last two decades. Thus, it is the aim of this research to investigate the effects of corresponding with “pen pals,” rather than “key pals,” on EFL students in the belief that students benefit from the authentic experience of writing real letters as well.
     This research was conducted based on a letter-exchange project between a public school in Tainan and two foreign senior high schools, one in Japan and the other in South Korea. The participants were 69 11th-graders, who corresponded either with Japanese or South Korean pen pals. The letter-exchange project lasted approximately four months, beginning from September 2019 till January 2020.
     The results of this research revealed four major findings. First of all,after the LENNS project, the participants made significant progress in their English writing performance. Second, they displayed a more positive attitude toward writing in English. Third, the participants improved their intercultural communication competence, as indicated by the significant increase of cultural awareness after LENNS. Fourth, most of the activities involved in the LENNS project were found to be both effective and enjoyable to the participants.

CHAPTER ONE INTRODUCTION 1
1.1 Background and Motivation 1
1.1.1 Curriculum Guidelines of 12-Year Basic Education 1
1.1.2 Developing Competencies Through Writing 2
1.1.3 Intercultural Education 3
1.2 Statements of the Problems 4
1.3 Purposes of the Study 5
1.4 Research Questions 5
1.5 Significance of the Study 6
1.6 Limitations of the Study 6
1.7 Definitions of the Terms 7
CHAPTER TWO LITERATURE REVIEW 9
2.1 Education for Intercultural Communication 9
2.1.1 Global Community 9
2.1.2 Intercultural Education 9
2.1.3 Intercultural Education in EFL 11
2.1.4 Intercultural Communicative Competence 12
2.1.5 Challenges in Teaching Intercultural Communication 13
2.2 Letter Exchange as a Writing Task 14
2.2.1 Benefits of Letter Exchange 15
2.2.2 Questions Concerning Letter Exchange 17
2.2.3 Assigning Topics for Letter Exchange 18
2.2.4 Treating Errors in Letter Exchange 20
2.2.5 Letter Exchange with Native Speakers and Non-Native Speakers 20
2.2.6 Letter-Exchange Projects in Taiwan 22
2.2.7 Lack of Research on Letter Exchange with “Pen Pals” 25
CHAPTER THREE METHODOLOGY 27
3.1 Participants 27
3.2 Instruments 28
3.2.1 Pre-test and Post-test 28
3.2.2 Pre-project Questionnaire 30
3.2.3 Post-project Questionnaire 31
3.2.4 Interviews 32
3.3 Materials 33
3.3.1 Letters from Pen Pals 33
3.3.2 Handouts 33
3.4 Procedure 34
3.4.0 Pilot Study 37
3.4.1 Pre-project 38
3.4.2 During the project 38
3.4.3 Post-project 41
3.5 Data Analysis 41
3.5.1 Quantitative analysis 41
3.5.2 Qualitative analysis 42
CHAPTER FOUR RESULTS AND DISCUSSION 43
4.1 Comparison of the Participants’ English Writing Performance Before and After LENNS 43
4.1.1 Writing Performance 43
4.1.1.1 Quantitative Analysis—Holistic Score and Word Count 44
4.1.1.2 Qualitative Analysis—Content, Organization, and Vocabulary and Spelling 45
4.1.1.3 Qualitative Analysis—Grammar and Sentence Structure4 6
4.1.2 Self-Perceived Writing Ability 48
4.1.3 Summary of the Participants’ Writing Performance 49
4.2 Comparison of the Students’ Attitude Toward English Writing Before and After LENNS 50
4.3 The Participants’ Responses to Cultural Awareness 52
4.4 The Students’ Feedback on LENNS 55
4.4.1 The Effectiveness of the LENNS Activities 55
4.4.2 The Participants’ Preference 58
4.4.3 The Participants’ Gains, Difficulties and Suggestions 62
4.5 Summary of the Chapter 69
CHAPTER FIVE CONCLUSIONS 71
5.1 Summary of Major Findings 71
5.2 Implications 73
5.3 Limitations 75
5.4 Suggestions 76
5.5 Conclusions 78
REFERENCES 79
APPENDICES 87
Appendix A Pre-test 87
Appendix B Post-test 88
Appendix C-1 Pre-project Questionnaire (Chinese Version) 89
Appendix C-2 Pre-project Questionnaire (English Version) 90
Appendix D-1 Post-project Questionnaire (Chinese Version) 91
Appendix D-2 Pre-project Questionnaire (English Version) 93
Appendix E Reliability Analysis of the Pre-project Questionnaire 95
Appendix F Validity Analysis of the Pre-project Questionnaire 96
Appendix G Reliability Analysis of the Post-project Questionnaire 97
Appendix H Validity Analysis of the Post-project Questionnaire 98
Appendix I-1 Handout 1 101
Appendix I-2 Handout 2 102
Appendix I-3 Handout 3 103
Appendix I-4 Handout 4 104
Appendix J Writing Samples from the Pre-test and the Post-test 106


 
LIST OF TABLES AND FIGURES


Table
Table 2.1 Theses and Dissertations Concerning Pen Pal Projects in Taiwan 23
Table 3.1 The GSAT Rubrics for English Writing 29
Table 3.2 The Pearson Correlations of the Grading of the Sample Data of the Pre-test and the Post-test 30
Table 3.3 Screening Questionnaire for Targeted Interviewees 33
Table 3.4 Schedule of the LENNS project 34
Table 4.1 Comparison of the Participants’ Writing Performance Before and After LENNS 44
Table 4.2 Categories of the Participants’ Improvement in Writing 45
Table 4.3 Comparison of the Participants’ Responses to Writing Ability Before and After LENNS 48
Table 4.4 Comparison of the Participants’ Responses to Writing Attitude Before and After LENNS 50
Table 4.5 The Participants’ Responses to Cultural Awareness 52
Table 4.6 The Participants’ Responses to the Effectiveness of the LENNS Activities 56
Table 4.7 The Participants’ Preference for the LENNS Project 59
Table 4.8 The Participants’ Gains from the LENNS Project 62
Table 4.9 The Participants’ Difficulties During the LENNS Projec t63
Table 4.10 The Participants’ Suggestions for the LENNS Project 65
Table 4.11 The Participants’ other Opinions Concerning the LENNS Project 68

Figure
Figure 3.1 Procedures 36

Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.
Beauvois, M. H. (1997). High-tech, high-touch:from discussion to composition in the networked classroom. Computer Assisted Language Learning, 10(1), 57.doi:10.1080/0958822970100104
Bonk, C. J., & Cummings, A. J. (1998). A Dozen Recommendations for Placing the Student at the Centre of Web‐Based Learning. 35(2), 82-89.
Breidenbach, J., & Nyiri, P. (2009). Seeing culture everywhere: from genocide to consumer habits: University of Washington Press.
Byram, M., Gribkova, B., & Starkey, H.(2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers:Strasbourg: Council of Europe.
Byrne, D. (1988). Teaching writing skills. Hong kong: Longman Group (FE) Ltd.
Castells, M. J. B. (1996). The rise of the network society. Malden, MA. 373,307-341.
Celce-Murcia, M. (2008). Rethinking the role of communicative competence in language teaching. Intercultural language use and language learning (pp. 41-57):Springer.
Charro, N. N. (2007). "I learned that there's a state called Victoria and he has six blue-tongued lizards!". Reading Teacher, 60(8), 762-769.doi:10.1598/RT.60.8.6
Chen, T. T. (2007). An E-mail Exchange Project between Non-native Speakers of English: Its Implementations and Implications. (Master's thesis), National Taiwan Normal University, Taipei City. Retrieved from https://hdl.handle.net/11296/pp9qvn
Chen, W. C. (2015). Effects of a postcrossing writing project on junior high school students’ english writing: a case study of eighth graders in kaohsiung, taiwan.(Master's thesis), National Kaohsiung Normal University, Kaohsiung City.Retrieved from https://hdl.handle.net/11296/9bfc7a
Chung, C. F. (2005). A discourse analysis of e-texts and emoticons of taiwanese students in a sino-american distance learning program. (Master thesis), National Kaohsiung Normal University, Kaohsiung City. Retrieved from https://hdl.handle.net/11296/bdyv7b
Deardorff, D. K. (2006). Assessing intercultural competence in study abroad students. Languages for intercultural communication, 12, 232.
Fan, Y. C. (2019). An Action Research Study on Integrating International Educational Project into Junior High School English Course. (Doctoral Dissertation),National Taiwan Normal University, Taipei City. Retrieved from https://hdl.handle.net/11296/swrnze
Fantini, A. (2010). About Intercultural Communicative Competence: a construct. School for International Training, Brattleboro, Vermont, USA. Retrieved from http://www.sit.edu/SITOccasionalPapers/feil_appendix_e.pdf
Fedderholdt, K. (2001). An email exchange project between non-native speakers of English. ELT journal, 55(3), 273-280.
Gonglewski, M., Meloni, C., & Brant, J.(2001). Using e-mail in foreign language teaching: Rationale and suggestions.
Greenfield, R. (2003). Collaborative E-Mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong.
Hayden, M. (2006). Introduction to international education: International schools and their communities: Sage.
Hertel, T. J. (2003). Using an e‐mail exchange to promote cultural learning. Foreign Language Annals, 36(3), 386-396.
Hett, E. J. (1993). The development of an instrument to measure global-mindedness.University of San Diego,
Hinchcliff-Pelias, M., & Greer, N.(2004). The importance of intercultural communication in international education. 33(2), 5.
Hoffman, R. (1996). Computer networks: Webs of communication for language teaching. In M. C. Pennington (Ed.), The power of CALL (pp. 55-78):Athelstan.
Huang, J. Y. (1999). Rethinking of Internet Use in an EFL Writing Classroom. Paper presented at the The Proceedings of the Eighth International Symposium on English Teaching, Taipei.
Itakura, H. (2004). Changing cultural stereotypes through e-mail assisted foreign language learning. System, 32(1), 37-51.
Jackson, J. (2011). Cultivating cosmopolitan, intercultural citizenship through critical reflection and international, experiential learning. Language and Intercultural Communication, 11(2), 80-96. doi:10.1080/14708477.2011.556737
Jogan, M. K., Ana, H. H., & Gladys, A.M. (2001). Cross‐cultural e‐mail: Providing cultural input for the advanced foreign language student. Foreign Language Annals, 34(4), 341-346.
Kachru, B. (1997). World Englishes and English-using communities. Annual Reveal of Applied Linguistics, 17, 66-87.
Kelm, O. (1996). The application of computer networking in foreign language education: Focusing on principles of second language acquisition. Telecollaboration in foreign language learning, 19-28.
Ko, C. L. (2011). Learning Impacts of Cross-national Exchanges on Rural Elementary School Students: The Example of Elementary School in Pao-San, Hsinchu. (Master's thesis), National Hsinchu University of Education, Hsinchu City. Retrieved fromhttps://hdl.handle.net/11296/23wv4w
Lee-Chen, H. P. (2001). Enhancing English Communicative and Writing Ability. (Master's thesis), Providence University, Taichung City. Retrieved from https://hdl.handle.net/11296/wzxs2s
Lee, L. (2004). Learners' perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning & Technology.
Leh, A. S. (1999). Computer-mediated communication and foreign language learning via electronic mail. The IMEJ of Computer-Enhanced Learning.Retrieved from http://www.imej.wfu.edu/articles/1999/2/08/printver.asp
Levitt, P. (2017). A transnational gaze,Migraciones Internationales, Vol. 6, Num. 1, Enero-Junio De.
Li, Y. (2000). Linguistic Characteristics of ESL Writing in Task-based E-mail Activities. System: An International Journal of Educational Technology Applied Linguistics, 28(2), 229-245.
Liaw, M. L. (1998). Using electronic mail for English as a foreign language instruction. 26(3), 335-351.
Liaw, M. L., & Johnson, R. J. J. S.(2001). E-mail writing as a cross-cultural learning experience. 29(2), 235-251.
Lin, P. H. (2004). A study of senior high school students'' responses to the sino-american net-meeting, e-paling and on-line forum. (Master's thesis), National Kaohsiung Normal University, Kaohsiung City. Retrieved from https://hdl.handle.net/11296/nja267
Little, D., & Simpson, B. (2003). European Language Portfolio: the intercultural component and learning how to learn.(document: DGIV/EDU/LANG(2003) 4). In. Retrieved from https://www.yumpu.com/en/document/read/53801718/the-intercultural-component-and-learning-how-to-learn
Liu, L., & Zhang, Y. (2014). The Application of Constructivism to the Teaching of Intercultural Communication. 7(5), 136-141.
Lu, K. Y. (2003). Effect of E-mail Exchanges on EFL Senior High School Students''Writing. (Master's thesis), National Tsing Hua University, Hsinchu City.Retrieved from https://hdl.handle.net/11296/34h3ad
Lu, Q. (2003). The Effects of Using Cross-cultural E-mail Exchange Projects on Developing Taiwanese Junior High School Students’ Linguistic Skills and Cultural Awareness:A Case Study of Seventeen Junior High School Students.(Master's thesis), National Taiwan Normal University, Taipei City. Retrieved from https://hdl.handle.net/11296/2h4sau
Lu, S. T. (2007). A Case Study of an International Netpal Project in Kindergarten.(Master's thesis), National University of Tainan, Tainan City. Retrieved from https://hdl.handle.net/11296/va4f3r
Miller, S. M. (1996). Making the paths: Constructing multicultural texts and critical-narrative discourse in literature-history classes: Citeseer.
Morrison, D. C. (2010). Transnational crime:Globalization's shadowy stepchild. Great decisions: Foreign policy association, 2010 edition (pp. 31-42). New York:Foreign Policy Association.
National Academy for Educational Research, Ministry of Education of Taiwan. (2019). Curriculum Guidelines of 12-Year Basic Education. Retrieved from https://www.naer.edu.tw/ezfiles/0/1000/img/52/129488083.pdf
Ololube, N. P. (2014). Managing and planning technology usage and integration in teacher education programs in an emergent nation. In Effects of information capitalism and globalization on teaching and learning (pp. 96-110): IGI Global.
Paige, R. M., Jorstad, H., Siaya, L., Klein,F., & Colby, J. (2000). Culture Learning in Language Education: A Review of the Literature.
Patrikis, P. (1995). Where is computer technology taking us. ADFL Bulletin, 26(2),36-39.
Peng, I. C. (2007). The Effect of English E-mail Exchange on English Instruction Between Two Senior High Schools. (Master's thesis), National Kaohsiung Normal University, Kaohsiung City. Retrieved from https://hdl.handle.net/11296/gh7fc8
Pi, H. Y. (2002). Interactive Writing via Email: A Case Study of Three Elementary School Students. (Master's thesis), National Taipei University of Education,Taipei City. Retrieved from https://hdl.handle.net/11296/c22gwf
Reimers, F. M. (2020). What Is Global Education and Why Does It Matter? In Educating students to improve the world (pp. 25-29). Singapore: Springer Nature.
Reiss, D. (1995). Letter Writing and New Literacies for Nontraditional Students.Paper presented at the Conference on College Composition and Communication Annual Meeting.
Rico, B. (2017). Educating Towards Cosmopolitan Sensibility: An Action for Cultivating EFL Students' Intercultural Communicative Competence. (Doctoral dissertation), National Chi Nan University, Nantou County. Retrieved from https://hdl.handle.net/11296/3e9a7w
Räsänen, R. (2007). International education as an ethical issue. In M. Hayden, J. Levy & J. Thompson (Eds.), The Sage Handbook of Research in International Education (pp.57-69). London: Sage Publications.
Sabieh, C. (2002). The Influence of Email on Language Learning: A Positive Impact.Paper presented at the Annual Center for Developing English Language Teaching Symposium.
Salo-Lee, L. (2006). Intercultural competence in research and practice: Challenges of globalization for intercultural leadership and team work. Aspects of intercultural dialogue,79-92.
The United Nations Educational, Scientific and Cultural Organization (2007). UNESCO Guidelines on Intercultural Education.Retrieved from http://www.ifap.ru/library/book228.pdf
Sinicrope, C., Norris, J., & Watanabe,Y. (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice (technical report for the foreign language program evaluation project).
Sobré-Denton, M., & Bardhan, N. (2013). Cultivating cosmopolitanism for intercultural communication: Communicating as a global citizen: Routledge.
Spitzberg, B. H. (1997). A model of intercultural communication competence. In M. Byram (Ed.), Teaching and Assessing Intercultural Communicative Competence (pp.31-55): Multilingual Matters Ltd.
Stein, S. (1988). Explorations in Making Meaning: A Case Study. Insights into Open Education, 20(6), n6.
Taiwan International Association for Education Tours, K-12 Education Administration, Ministry of Education of Taiwan. (2019). Retrieved August 5, 2019, from http://travel-edu.com.tw/statistics
Thanasoulas, D. J. (2001). The importance of teaching culture in the foreign language classroom. 3(3), 1-25.
Tomalin, B. (2008). Culture–the fifth language skill. Teaching English.Retrieved from http://www.teachingenglish.org.uk/think/articles/culture-fifth-language-skill
Torii-Williams, E. (2004). Incorporating the Use of E-mail into a Language Program. Computer Assisted Language Learning, 17(1), 109-122.
Tribble, C. (1996). Writing. Hong Kong. In: OUP.
Tseng, J. (1999). Cross-cultural exchange for junior high students in Taiwan: A case study. Paper presented at the the eighth international symposium on English teaching.
Ulanoff, S. (1993). Dialogue Journal Writing and the Mediated Development of Writing: How Do Second Language Learners Engaged in Authentic Writing Activities Develop as Writers?
United Nations General Assembly. (2015). 2030 Agenda for Sustainable Development.Retrieved from https://sustainabledevelopment.un.org/sdgs
Van Handle, D. C., & Corl, K. A. (1998).Extending the Dialogue: Using Electronic Mail and the Internet to Promote Conversation and Writing in Intermediate Level German Language Courses. CALICO Journal, 15(1/3), 129-143.
Varonis, E. M., & Gass, S. (1985).Non-native/non-native conversations: A model for negotiation of meaning. Applied linguistics, 6(1), 71-90.
Warschauer, M. (1995). E-Mail for English Teaching: Bringing the Internet and Computer Learning Networks into the Language Classroom.
Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo: Logos International.
Warschauer, M., Turbee, L., & Roberts,B. J. S. (1996). Computer learning networks and student empowerment. 24(1), 1-14. Wei, Y. (2005). Integrating Chinese culture with TEFL in Chinese classroom. 2(7), 55-58.