||Developing a Culture and Communication based Service Innovation Model – Take the Example of Chinese Language Teaching Institutions in Taiwan
||Institute of Creative Industry Design
culture and communication
Chinese language teaching institution
In recent years Chinese language is the most widely spoken language. As one of the native Chinese speaking countries, Taiwan is one of the main destinations for Chinese language learner from abroad. The Ministry of Education Republic of China (MOE) states that the existence of foreign students in Taiwan is exceptionally important. In respond to this matter, there is a need to expand the quantity of foreign students, but most importantly to advance the quality of the Chinese language education in Taiwan.
While there are different ways of learning, the courses offered by current Chinese language teaching institutions are predominated by formal language teaching, which is curriculum driven, and formally recognized with grades, or certificates. Nevertheless, the current principles for foreign language learning are communication and culture that can be found in informal arena. Informal teaching plays important role concerning language acquisition. Looking at this fact, there is a gap between services performance and importance within the institutions.
To narrow the gap and provide better services for students, this research develops a culture and communication based service innovation model by cooperating students as customer in the process. This research uses quantitative method supported by qualitative method focusing on two of the most established Chinese language teaching institutions in Taiwan as case studies.
This study contributes directions for service innovation within the Chinese language teaching institutions derives from the understanding of foreign student’ needs in their learning process.
Table of Contents IV
List of Tables VII
List of Figures VIII
Chapter I - Introduction 1
1.1 Research Background and Motivation 1
1.1.1 Chinese Language Learning as a Second Language 1
1.1.2 Taiwan as a Case Study 3
1.2 Research Objectives 5
1.3 Research Questions 6
1.4 Research Scope 6
1.4.1 Case of Study 6
1.4.2 Respondents 6
1.5 Research Process. 8
1.6 Research Structure. 9
1.7 Research Contributions 9
Chapter II - Literature Review 11
2.1 Nature of Foreign Language Learning. 11
2.1.1 Types of Learning 12
2.1.2 Culture and Communication in Foreign Language Learning 15
2.2 Chinese Language Learning 20
2.2.1 Global Interest on Chinese Language Learning 20
2.2.2 Current offering of Chinese language Education in Taiwan 21
2.3 Service Sector 22
2.3.1 Service Innovation 24
2.3.2 Service Innovation in Education Sector 25
2.4 Analytical Framework 26
Chapter III - Research Methodology 28
3.1 Data Collection 28
3.2 Data Analysis Procedure. 35
Chapter IV - Analysis and Discussion 40
4.1 Case Studies 40
4.2 Findings from MTC, NTNU 45
4.2.1 Characteristic of Respondents (MTC) 45
4.2.2 Respondents Overview (MTC) 47
4.2.3 IPA on Questionnaire of Current Services (MTC) 48
4.2.4 IPA on Questionnaire of Learning Objectives (MTC) 52
4.2.5 Findings from Interview with Students of MTC 54
4.2.6 Findings from Interview with Representative of MTC 55
4.2.7 Discussion of the Findings from MTC 57
4.3 Findings from CLC, NCKU 58
4.3.1 Characteristic of Respondents (CLC) 58
4.3.2 Respondents Overview (CLC) 60
4.3.3 IPA on Questionnaire of Current Services (CLC) 61
4.3.4 IPA on Questionnaire of Learning Objectives (CLC) 64
4.3.5 Findings from Interview with Students of CLC 66
4.3.6 Findings from Interview with Representative of CLC 67
4.3.7 Discussion of the Finding from CLC 69
4.4 Discussion and Comparison 70
Chapter V - Conclusion and Future Prospect 74
5.1 Conclusion and Suggestions 74
5.2 Research Limitations and Future Directions 78
Appendix-1: Questionnaire - MTC 88
Appendix-2: Questionnaire - CLC 89
Appendix-3: Interview – MTC 90
Appendix-4: Interview – CLC 91
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