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系統識別號 U0026-2407202001180900
論文名稱(中文) 發展' Lo-Fi' 語言學習生活實驗室 : 以台灣發展英語第二外語系統之創意課程設計為場域
論文名稱(英文) Developing "Lo-Fi" Language Learning's Living Lab: A Context of Designing Creative English Curriculum for Taiwan's EFL System
校院名稱 成功大學
系所名稱(中) 創意產業設計研究所
系所名稱(英) Institute of Creative Industries Design
學年度 108
學期 2
出版年 109
研究生(中文) 尹慕樂
研究生(英文) Miles Iton
學號 PA6077050
學位類別 碩士
語文別 英文
論文頁數 280頁
口試委員 指導教授-仲曉玲
口試委員-高實玫
口試委員-Dale Albanese
中文關鍵字 內容與語言整合學習 (Content and Language Integrated Learning [CLIL])  創意教育  課程設計  EFL  世界英语言  嘻哈  生活實驗室  服務設計  臺灣 
英文關鍵字 Content and Language Integrated Learning (CLIL)  Creative Education  Curriculum Design  EFL  Global English  Hip-Hop  Living Lab  Service Design  Taiwan 
學科別分類
中文摘要 台灣國家發展委員會提出「2030年台灣將成為雙語國家的發展藍圖」,鼓勵台灣英語學習的創新和企業家精神,以提高學生的英語流利程度。然而,多數台灣人對此藍圖能否如期實現表示存疑。多數分析研究說明台灣學生的英語聽和說能力明顯落後於閱讀和寫作,這可能是由學術英語和會話英語之間所存在的差異所導致;多數研究也發現,用戶(學生、老師、或英語教學行業的利害關係) 提到「英語第二外語」之課程通常非常偏向美國商業界的閱讀與寫作。如果台灣要求畢業生用英語向全世界表達自我,英語課程的設計者就必須要在其中融入文化和創造力。本論文以英語教學課程的公司「Lo-Fi Language Learning」(“Lo-Fi"語言學習)的英語聽和說學習課程提出奠基於嘻哈發展的設計方法。本研究將通過對“Lo-Fi" Hip-Hop課程的原型設計及用戶的行為進行研究分析,來探討和評估整體設計;也因此其模型可以被類似公司採用。這項研究旨在找出英語第二外語課程的用戶和其利害關係人,以及設計元素和生活實驗室對課程設計的實用性。
英文摘要 The Taiwanese National Development Council’s recent “Blueprint for Developing Taiwan into a Bilingual Nation by 2030” encouraged further development of Taiwan’s English language learning fields to promote English fluency in students. However, the timeline given by the Blueprint has been met with skepticism. Multiple studies show that Taiwanese students’ English proficiencies in speaking/listening significantly lag behind reading/writing. This could be partly attributed to the disconnect between academic English material and conversational English. Studies also show that common user feedback towards EFL (English as a Foreign Language) curricula describes the material skewed strongly towards reading/writing specifically for the American business world. If the country expects graduates to communicate comfortably beyond boardrooms, it’s going to require a more culturally and creatively minded approach from curriculum designers toward building speaking and listening proficiency. This thesis will follow EFL teaching startup Lo-Fi Language Learning’s hip-hop-based linguistic approach to designing curriculum aimed at addressing perceived language skill gaps in Taiwanese Elementary aged students. The study designed for this thesis evaluates the concept prototyping and user/stakeholder investigation of Lo-Fi’s curriculum design by drawing qualitative data from/about its process in order to discuss its merits as a model for future curriculum designers in Taiwanese EFL industries. The goal of this research is to map out users/stakeholders, key design elements and the applicability of the Living Lab methodology in a curriculum design setting.
論文目次 Index of Abbreviations IV
List of Tables IIIV
List of Figures IX
CHAPTER 1: Introduction 1
1.1 Research Background 2
1.2 Research Motivation 8
1.3 Research Objectives 11
1.4 Research Questions 12
1.5 Research Value 13
1.6 Key Terms 14
CHAPTER 2: Literature Review 17
2.1 Administrative Structure of the Education System in Taiwan 17
2.1.1 Stakeholder Analysis 18
2.2 EFL in Taiwan Today 20
2.2.1 Content and Language Integrated Learning at Sheng-Li Elementary School 21
2.2.2 Criticisms of the EFL System 23
2.3 Where the Creativity Comes In: EFL as a Cultural/Creative Practice 25
2.3.1 Creative Education in the 21st Century: an Overview 26
2.3.2 Hip-Hop as a Creative EFL Praxis in the Mandarin Speaking Classroom 28
2.3.3 Taiwan’s Challenges in Implementing Creative EFL Reform 32
2.3.3.1 Neocolonialism in the Classroom & Curricula 33
2.3.3.2 Who is Allowed to be the English “Creative” in Taiwan? 34
2.3.3.3 Certain Customers in Uncertain Markets 38
2.3.3.4 Student Motivations 40
2.4 Living Lab as a Curriculum Praxis Alternative 43
2.4.1 What is the Living Lab? 43
2.4.2 Why the Living Lab? 46
2.4.3 Curriculum Design and Service Design: What’s the Difference? 50
CHAPTER 3: Research Design & Methods 54
3.1 Background/Practitioner Training 60
3.2 Phase One: The Living Lab 63
3.2.1 Sheng-Li Living Lab Experiment 63
3.2.2 Sheng-Li Student Survey Data 69
3.2.3 Sheng-Li Student Interviews 71
3.2.4 Sheng-Li Teacher Interviews 73
3.3 Phase 2: EFL Field Research - Teachers & Administrators 74
3.3.1 Stakeholder and Practitioner Interviews 75
3.3.2 EFL Instructor Survey 77
3.3.3 Extracurricular Institution EFL Observation 78
3.3.4 Final Interviews - Subject Matter Experts 80
CHAPTER 4: Data Analysis & Discussion 81
4.1 Insights from Phase One: Results of the Sheng-Li Living Lab Experiment 81
4.1.1 Qualitative Interpretations: Living Lab Observations and Student Participant Interviews 82
4.1.1.1 603 89
4.1.1.2 604 91
4.1.1.3 605 93
4.1.1.4 608 96
4.1.2 Sheng-Li Experiment Surveys 98
4.1.3 Sheng-Li Teacher Interviews 107
4.2 Phase Two: EFL Field Research - Teachers/Administration 112
4.2.1 Teacher/Stakeholder Interviews - Practitioners 112
4.2.2 Alternative Observation Settings 118
4.2.2.1 Daily-Update Language School 119
4.2.2.2 Hukou Happy Learning (Home Preschool Network) 122
4.2.3 Teacher Survey Data 125
4.3 Final Interviews - Subject Matter Experts 130
CHAPTER 5: Conclusions 134
5.1 Designing for whom and for what? 136
5.2. How the Living Lab can Aid Curriculum Design 140
5.3 Real World Context: Lo-Fi’s Takeaways 143
5.4 Research Limitations 149
5.4.1 Procedure 149
5.4.2 COVID-19 Pandemic 150
5.5 Final Considerations 150
References 153
Appendixes 159
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