1. Symbolic Interactionism and Grounded Theory in Ethnographic Research 象徵互動論與據證理論在俗民誌研究的運用 主講人：洪銓修 教授 雲林科技大學 應用外語系

24. Example of Field Note of Classroom Observation Classroom Activities Researcher’s Comments --Did role-play—students were asked to write script and act them out. --Students were busy with their discussion and did it very intensively. --Some of the students used English and some used Chinese to discuss the material. --The teacher walked around the groups to provide help. --Students volunteered to role-play. ( Amazingly different from the traditional English class) --The teacher then corrected students‘ errors. /* The teacher frequently used reinforcement, including: “Very good” “I'm glad you said that” /* The teacher elicited questions based on student's responses. /* So far, I had been impressed by the teacher's use of techniques to involve every student. I found that there was almost no gap between the teacher and the students. /* The teacher's control of timing was perfect. The students seemed to pretty much engaged in answering questions and discussions.

31. Example of Coding and Labeling I Teacher Participants’ Philosophy in Teaching English Response A. Help students who really need help B. Look at problems that cause students’ learning difficulties C. Use many different approaches to teach English A. Create situations in which students wish to express themselves B. Provide tools for students with which they can express themselves C. Employ Communicative language teaching methodology D. Use Task-based teaching approach Make language learning enjoyable Teacher participant I II

32. Example of Coding and Labeling II Teacher Participants’ Philosophy in Teaching English Response A. When learning new words and new sentences. B. When it is convenient for me to have access to professional field. C. When I am able to communicate with foreigners. D. Being able to travel abroad. E. When I am able to find a job with good English after graduation. F. When my English ability is getting better. G. When I can understand ICRT. H. When I understand the target language culture. I. When I make more friends. J. I feel superior than others, when I have a good command of English. Students participant I, V, XI I I, II, IV, VII, VIII, X, XI, XIV I, VIII I III III III, VI, XII III IV

33. Data Sources Triangulation Classroom Observations Interviews Reflective Journals Figure 1 ： Triangulation (cont.)

34. Figure 2 David Hawkins’Elements of Teaching (subject matter) I (teacher) THOU (learners) CONTEXT

35. Enhance Learners’ Writing proficiency Promote Learners’ Creativity Process Approach Model Writing Instructional Goals Teaching Approach Conceptual Framework for Teaching Figure 3 Example of “Constant Comparative Method”

36. External Factors School policy Enjoyable, relaxed learning environment Encourage English only environment Encourage volunteers Instruction Student Teacher Response Feedback Figure 4. Conceptual Model of Classroom Expertise Schemas Teaching experience Lesson plan Teaching enthusiasm Language competence Schemas Learning enthusiasm Internet Preview and review Interaction

37. Figure 5. Conceptual Map of A Classroom Technology Goal  Belief  Knowledge  Evaluation Goal  Belief  Knowledge  Evaluation ‧ Teachers ‧ Students ‧ Interaction ‧ Interaction Further learning Resource Output (feedback) Change & Remediation Input (Knowledge) Performance Further study Application

38. Figure 6. A conceptual map of the influence of cooperative learning on EFL low-achievers Get spontaneous help from high achiever through asking questions Build self-esteem Lower inhibition Arouse motivation Cooperative Learning Low Achievement Comprehensible input Achievement improvement

39. Figure 7. The Conceptual Map of the Interaction between Teacher’s talk and Student’s talk as a questioning strategy in Classroom Teacher’s Instructional Strategy Teacher’s Goal Students’ Learning Evaluation Teaching Efficiency Teacher’s Talk Students’ Talk

40. Figure 8. The conceptual map of teacher participant III’s interactive thought and decision

41. Figure 9. The conceptual map of teacher participant II’s interactive thoughts and decision

42. Figure 10. The conceptual map of teacher participant I’s interactive thoughts and decision

43. Conclusion 1. Underdeveloped ability 2. Vague conception in reference feedback 1. An expert reader’s mental map 2. A summary table 3. A scoring table 4. Feedback for reading comprehension test scaffolding 1. Guiding instruction 2. Trial section 3. The feedback tool 4. Independent application 1. Development of referential identification and resolution 2. Better awareness of reference

44. Development of a Model Teacher’s Mediation Student- Centered Activities Motivation Enhancement Learner Autonomy comprehensible input Figure 11. A cyclical approach to the sitcom-based instruction in a spoken English practice class A cyclical approach to learning activities Recurring Viewings The Friends

45. Figure 12. Teachers’ Perspectives of EFL Classroom Interaction -Teaching Empowerment Teachers’ Interactive Thoughts and Decisions Innovative Classroom Teachers’ and Students’ Classroom Behaviors Teaching Effectiveness Teaching Empowerment

46. Conclusion Preservice Teachers’ Belief Critical Reflection Past Learning Experiences Teacher Training Program English Remedial Teaching Practice Belief construction/ Reconstruction

48. THANK YOU!