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週次
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(Tentative)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.
7/3
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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.
7/8
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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.
7/10
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- Ch.4: Listening Text Types (R&B)
- Ch.9: Designing Instruction (Rost)
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- In-class reading & discussion
- Oral Presentation 1: Ch4
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8 h.s
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4.
7/15
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- Goh, C. (2008). Metacognitive instruction for second language listening development. RELC, 39:2, 188-213.
- Ch.10: Listening Assessment (Rost)
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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.
7/17
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- Madani, B. S. & Kheirzadeh, S. (2022). The impact of pre-listening activities on EFL learners’ listening comprehension. International Journal of Listening, 36: 53–67.
- 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 3:
Madani et al. (2022)
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8 h.s
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6.
7/22
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- 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
- Chang et al. (2019). Developing listening fluency through supported extensive listening practice. RELC Journal, 50(3) 422–438
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- In-class reading & discussion
- Oral Presentation 4:
Tai & Chen (2024)
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8 h.s
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7.
7/24
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- Group presentations on listening tests
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- In-class reading & discussion
- Oral presentations: Groups 1-2
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8 h.s
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8.
7/29
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- Ch2: Cognitive Processes in Speaking (G&B)
- Ch.3: Speaking Competence (G&B)
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- In-class reading & discussion
- Oral Presentation 5:
Ch2
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8 h.s
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9.
7/31
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- Ch.6: A Methodological Framework (G&B)
- Ch.9: Speaking Tasks (G&B)
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- In-class reading & discussion
- Oral Presentation 6:
Ch6
- Oral Presentation 7:
Ch9
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8 h.s
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10.
8/5
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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 8:
Ch12
- Oral Presentation 9:
Chou (2021)
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8 h.s
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11.
8/7
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- 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
- Sun, Lin, You, Shen, Qi, & Luo (2017). Improving the English-speaking skills of young learners through mobile social networking, Computer Assisted Language Learning, 30:3-4, 304-324.
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- In-class reading & discussion
- Oral Presentation 10:
Yeh et al. (2021)
- Oral Presentation 11:
Sun et al. (2017)
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8 h.s
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12.
8/12
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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.
- Chen, Y. C. (2022). Effects of technology-enhanced language learning on reducing EFL learners public speaking anxiety. Computer Assisted Language Learning.
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- In-class reading & discussion
- Oral Presentation 12:
Chen & Hwang (2020)
- Oral Presentation 13:
Chen (2022)
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8 h.s
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13.
8/14
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- Graham, K. M. (2022). Examining the English‑Medium Instruction Teaching Anxiety of Preservice Secondary Education Teachers in Taiwan. English Teaching & Learning (2022) 46:255–272.
- 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 14:
Graham (2022)
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8 h.s
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14.
8/19
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- Group presentations on speaking tests
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- In-class reading & discussion
- Oral presentations: Groups 3-4
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8 h.s
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15.
8/21
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- A final Test (open-book)
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8 h.s
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