NCHU Course Outline |
Course Name | (中) 語言數位教學與實務(9972) | ||||
(Eng.) Digital Language Teaching: Theory and Practice | |||||
Offering Dept | Language Center | ||||
Course Type | Elective | Credits | 2 | Teacher | Cindy Y Chung |
Department | General | Language | English | Semester | 2024-FALL |
Course Description | With the rapid advancement of technology, the use of technology in language learning has become an essential issue in the digital age. This course integrates AR technology and STEAM teaching models and explores utilizing technological tools to facilitate language learning effectively. The course will introduce the use of AR-STEAM in Chinese language teaching and learning and discuss current trends, such as mobility-assisted language learning and robotics-assisted language learning, combined with the theory and practice of second language acquisition. Students will learn to evaluate and select appropriate digital tools, design technology-based teaching programs, and collaborate with international students in hands-on projects to enhance their cross-cultural digital teaching skills and prepare them for the future digital transformation in language teaching and learning. | ||||
Prerequisites | self-directed learning in the course | Y |
Relevance of Course Objectives and Core Learning Outcomes(%) | Teaching and Assessment Methods for Course Objectives | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Course Objectives | Competency Indicators | Ratio(%) | Teaching Methods | Assessment Methods | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
1. To master the application of AR technology and STEAM teaching model in Chinese language teaching, and to enhance the practical ability of integrating technology into language teaching and learning, so as to prepare for the digital transformation. 2. Understand and recognize the types of technological resources commonly used in contemporary foreign language teaching, and learn how to effectively integrate these tools, such as mobility-assisted learning and robot-assisted learning, into cross-disciplinary teaching and learning. 3. Design technology-integrated language-teaching programs based on the software applications and social media discussed in this course, and create hands-on teaching activities to strengthen hands-on skills. 4. Learn how to find, evaluate, and apply websites, online tools, and digital devices that are appropriate for language teaching and learning, and enhance the integration and application of digital teaching and learning. 5. Acquire the skills and knowledge to organize, record, and edit cross-cultural video projects with international students and enhance the ability of cross-cultural collaboration and digital content creation to meet the future needs of global language teaching and learning. |
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Course Content and Homework/Schedule/Tests Schedule | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Evaluation | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Attendance and classroom discussion: 20% Digital Teaching Material Practice and Production: 20% Personal Webpage Creation: 10% Lecture/workshop learning notes: 30% Teaching Demonstration and Teaching Video: 20% |
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Textbook & other References | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
無 Reference: Chapelle, C. A., & Sauro, S. (Eds.). (2017). The handbook of technology and second language teaching and learning. Hoboken, NJ: Wiley Blackwell. Hinkelman, D. (2018). Blending technologies in second language classrooms. Springer. Pegrum, M. (2014). Mobile learning: Languages, literacies, and cultures. London, UK: Palgrave Macmillan Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge, UK: Cambridge University Press. Assigned readings: Baser, D., Kopcha, T. J., & Ozden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749-764. Bostancıoğlu, A., & Handley, Z. (2018). Developing and validating a questionnaire for evaluating the EFL ‘Total PACKage’: Technological Pedagogical Content Knowledge (TPACK) for English as aForeign Language (EFL). Computer Assisted Language Learning, 31(5), 572-598. Chapelle, C. A., & Erik, V. (2016). “20 years of technology and language assessment in language learning & technology.” Language Learning & Technology 20(2), 116-128. Hubbard, P. (2018). Technology and professional development. In The TESOL Encyclopedia of English Language Teaching (pp. 1-6). London: TESOL International Association. Hwang, G. J., & Fu, Q. K. (2019). Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567-581. Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 1-19. Melchor-Couto, S. (2019). Virtual worlds and language learning. Journal of Gaming & Virtual Worlds, 11(1), 29-43 |
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iLearning | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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by appointment | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Please respect the intellectual property rights and use the materials legally.Please repsect gender equality. | |
Update Date, year/month/day:2024/09/30 14:25:12 | Printed Date, year/month/day:2024 / 10 / 11 |
The second-hand book website:http://www.myub.com.tw/ |