Employing Multimedia Case Studies to Investigate Taiwanese EFL Teachers’ Beliefs about Differentiated Instruction

Research output: Contribution to journalArticle

Abstract

The goals of this research aims to report the advantages of using a multimedia case to help Taiwanese EFL teachers reflect upon their beliefs about best practices of differentiated instructions through employing a multimedia. Numerous studies indicate that multimedia cases can be powerful platform to promote teacher self-reflection, foster faculty development, and demonstrate model. A total of eight EFL middle school teachers in Taiwan were presented with a multimedia case, featuring a teacher’s struggle with students’ performances on standardized tests. Each teacher participant was invited to answer a 15-item questionnaire by writing a short essay. Using the content analysis method, teacher essay responses were analyzed to explore Taiwanese teachers’ thoughts about case-method teaching and learning—the primary mechanism to generate data collection in this study.
In addition, replication logic was used to see whether there were common salient issues represented in participants’ answers. The results showed that multimedia case study can be a valuable medium for EFL teachers to reflect upon their effectiveness in the classroom. Since language learning and language teaching are dynamic processes, the results of the study expect to provide teachers, administers, and policymakers with another perspective to understand teachers’ beliefs and thus reinforce teachers’ effectiveness in the classroom.
Original languageEnglish
Pages (from-to)197-240
Number of pages44
Journal教育研究與發展期刊
Volume6
Issue number4
Publication statusPublished - 2010
Externally publishedYes

Fingerprint

multimedia
instruction
teacher
classroom
reflexivity
language
teaching method
best practice
content analysis
Taiwan
questionnaire
Teaching

Keywords

  • Teacher development
  • Multimedia case study
  • Differentiated instruction
  • Replication logic
  • Qualitative study

Cite this

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abstract = "The goals of this research aims to report the advantages of using a multimedia case to help Taiwanese EFL teachers reflect upon their beliefs about best practices of differentiated instructions through employing a multimedia. Numerous studies indicate that multimedia cases can be powerful platform to promote teacher self-reflection, foster faculty development, and demonstrate model. A total of eight EFL middle school teachers in Taiwan were presented with a multimedia case, featuring a teacher’s struggle with students’ performances on standardized tests. Each teacher participant was invited to answer a 15-item questionnaire by writing a short essay. Using the content analysis method, teacher essay responses were analyzed to explore Taiwanese teachers’ thoughts about case-method teaching and learning—the primary mechanism to generate data collection in this study.In addition, replication logic was used to see whether there were common salient issues represented in participants’ answers. The results showed that multimedia case study can be a valuable medium for EFL teachers to reflect upon their effectiveness in the classroom. Since language learning and language teaching are dynamic processes, the results of the study expect to provide teachers, administers, and policymakers with another perspective to understand teachers’ beliefs and thus reinforce teachers’ effectiveness in the classroom.",
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