Integrating Internet resources into the learning of English as a foreign language in a Taiwanese high school : a case study.

This research study explores use of Internet resources for learning English as a foreign language (EFL) in Taiwanese high school EFL education. The overall objectives of this research are to examine qualitatively 40 high school students\u27 performance, attitudes, and learning strategies using an experimental Internet-integrated learning mode; to consider its potential impact on current EFL education in Taiwan; and to gain insight into the feasibility of integrating the Internet into Taiwanese high school EFL standard curriculum. Subjects were engaged in thematic, purposeful, collaborative Internet-integrated learning activities where English is used for data searching, group discussion, and individual presentation, as well as for acquiring knowledge of other subject matter. E-mail messages, mailing lists, interviews, questionnaires and subjects\u27 writing samples were collected and analyzed. Students\u27 performances were recorded through fieldnotes, audiotaping, and videotaping. Results indicate that the Internet-integrated learning environment sufficiently scaffolded subjects in information processing and knowledge construction of the target language via exploration, discovery, and meaning-negotiated interactions. Results are discussed in terms of meeting the demands of information and human resources required for effective EFL learning and reshaping the role of instructor as guide and co-learner. Also discussed is how the Internet-integrated mode facilitates interdisciplinary, collaborative and learner-centered EFL learning and incorporates students\u27 and teachers\u27 interests and expertise. Finally, recommendations are offered for future research studies, including possibly developing a compatible assessment system and establishing an EFL instruction web station to convince and support teachers interested in conducting authentic, cross-cultural, and learner-centered EFL instruction with the aid of rich and dynamic multimedia resources on the Internet

Teachers\u27 Evidence-Based Practices for Reading Deficiencies

The problem investigated in this study was that students at a rural elementary school in the midwestern region of the United States were not meeting achievement targets in reading on state standardized tests despite implementation of the district\u27s evidence-based reading curriculum. With a conceptual framework based on Webb\u27s depth-of-knowledge model and Piaget\u27s sociocultural learning theory, the purpose of this single case study was to explore teachers\u27 perceptions regarding the use of evidence-based teaching practices and how those practices influence students\u27 reading skills. Using purposeful sampling to select licensed, experienced participants, the insights of 7 elementary reading teachers were collected through semistructured interviews and classroom observations of their instructional practices. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through triangulation and member checking. The findings revealed that teachers appropriately implemented the district\u27s curriculum and recognized the need for evidence-based reading practices. Teachers acknowledged that the district\u27s curriculum did not work for all students and that specialized strategies and resources were needed to reach students who were struggling with reading. A professional development project was created to assist teachers with identifying, assessing, and implementing specialized evidence-based reading strategies and resources. This study has implications for positive social change by providing a structure for teachers to build a repertoire of evidence-based strategies and resources to offer all elementary students, including struggling readers, improved reading instruction, and higher reading achievement