Conference Proceedings

Table of Contents

Preface

Plenary Speeches

P01      New Directions in Research on Classroom Interaction, Patricia Duff (P01—pp.1-12)
P02    Classroom Instruction and Assessment in an EFL Context: A Compromise       between Theory and Practice, Oryang Kwon (P02—pp.1-7)
P03   Boundary-Crossing in Classroom Discourse Research, Amy B. M. Tsui (P03—pp.1-16)

Invited Colloquia

I01   台灣英語教育政策對英語教學影響調查研究：問卷結果分析,張武昌教授研究團隊（張武昌、葉錫南、周碩貴、游毓玲、陳秋蘭、廖美玲） (I01—p.1)
I02   Reading Interactively in Language Classrooms: Evidence from L1 and L2 Interactions, 陳秋蘭教授研究團隊（陳秋蘭、鍾鎮城、林文韵、陳翠霞、許綉敏） (I02—pp.1-5)
I03   Interactions in Self-Access Center, 林至誠教授研究團隊（林至誠、陳浩然、吳美貞）(I03—pp.1-22)
I04   Interactions within, between and across Communities: A Model for EFL Professional Development, 駱藝瑄教授研究團隊（駱藝瑄、招靜琪、葉惠菁） (I04—pp.1-18)

Conference Papers

C01     Comparing Personality Type and EFL Learning Success,Tim Allen, Wei-chi Cheng, and Hsin-Chieh Sung(C01—pp.1-17)
C02     Vocabulary Growth in College Students- a Longitudinal Study, Anna C-S Chang, H-M Shieh and Mei-Mei Tang (C02—pp.1-15)
C03     引進外籍英語教師政策成效探究, 張武昌、陳秋蘭與羅美蘭(C03—pp.1-5)
C04     A Discourse Analysis of E-Texts and Emoticons of Taiwanese Students in a Sino-American Distance Learning Program, Ye-ling Chang and Cheng-feng Chung (C04—pp.1-21)
C05   A Wiki-mediated Approach to Writing Process and Writing Outcomes, Yu-Chuan Joni Chao(C05—pp.1-9)
C06    Investigating the Impact of an Academic Vocabulary Learning Site on Students’ Lexical Knowledge, Howard Hao-Jan Chen and Yvonne Chen(C06—pp.1-14)
C07   A Trial Study on Using Readers Theater with EFL Junior High Students, Ying-Chin Chen and Shu-I Chang(C07—pp.1-19)
C08     English Oral Interaction in a Virtual University Classroom, Yuh-Mei Chen (C08—pp.1-15)
C09     An Investigation of Peer Evaluation in EFL College Writing, Chu-yao Chiu (C09—pp.1-21)
C10   Hands-on Japanese-English Parallel Corpus Experience in the EFL CALL     
Classroom,Kiyomi Chujo, Kathryn Oghigian, and Chikako Nishigaki 
(C10—pp.1-10)
C11      快速有效混成的網路教學與評量策略－以US Wind English Interactive Immersion Program為例, 戴維揚與楊金月 (C11—pp.1-13)
C12     A Comparison of Department Required English Test and Scholastic Aptitude English Test,Yuan-Shun Fan and Yuh-mei Chen (C12—pp.1-13)
C13     Supportive Reading Strategies and Reading Comprehension in Multi-User Online Annotation System, Zhen-Yu Fan and Shiou-Wen Yeh (C13—pp.1-27)
C14   An Analysis of Undergraduates’ Engagament in Common Culture,     
Li-hsueh Hsieh (C14—pp.1-17)
C15     The Relationship between Curriculum Reform in Taiwan Junior High Schools and the Basic Competence Test Examination,Pei Hsuan Hsieh (C15—pp.1-17)
C16     Language-focus Instruction in EFL Writing : Constructing Relative Clauses in Definition Paragraphs,Hui-Ju Huang(C16—pp.1-18)
C17     The Process to Restructure English Pronunciation, Hui-Ling Huang and James Radant(C17—pp.1-23)
C18     EFL learners’ Perception of Writer’s Block,Shih-Jen Huang (C18—pp.1-19)
C19     Improving College Student Writing Skills by Using Wordless Picture Books, Yi-Ching Huang (C19—pp.1-9)
C20     A Frame Analysis of Teacher Talk in Three EFL Elementary Classrooms, Li-hsueh Hung and Teh-suan Liou (C20—pp.1-14)
C21     Challenges Low Achievers Encounter in Multimedia Environments,Pei-Lun Kao(C21—pp.1-9)
C22     Student- teacher Email Interactions: A Teachable Moment?, Claudia Kunschak (C22—pp.1-11)
C23   A Successful Online English Self-study Program, Chiu-Yueh Lai (C23—pp.1-9)
C24   Tutorial and Revision in the Writing Center, Yi-Hsiu Lai (C24—pp.1-14)
C25     Towards a Corpus-informed Writing Course in Taiwan, Hui-Ling Lang (C25—pp.1-13)
C26     強化口語能力–以「EZ Talk對談時間」分析學生之學習動機與興趣, Shao-Yu Li and Pei-Kuan Lin(C26—pp.1-18)
C27     Differences in Student and Teacher Perceptions of Grammar Instruction and Error Correction, Ming-Chu Liao and Hung-Chun Wang(C27—pp.1-25)
C28     Discussing and Concordancing Online as LanguageScaffolding in Academic Writing,Jungts Lin andChih-Hua Kuo(C28—pp.1-21)
C29     An Overview of Recent EFL Writing Research in Taiwan, Hsien-ChinLiou (C29—pp.1-5)
C30    The Interplay between Language Proficiency and Peer Assessment of Interactive Listening Tasks in EFL Classrooms, Angie Hui-Chun Liu (C30—pp.1-19)
C31     Questioning the Author: Effects on the Reading Comprehension of EFL Junior High School Students in Taiwan, Yu-chen Liu and Hsi-chin Chu (C31—pp.1-9)
C32   Using the Common European Framework for Self-Assessment in EFL Classes
Ruth Martin (C32—pp.1-9)
C33     EFL College Students' Autonomous Learning at a CALL Self-Access Classroom, Shiau-jiun Ning and Chih-cheng Lin(C33—pp.1-18)
C34     Motivation and English Language Achievement of Thai Undergraduate Students, Pornpun Oranpattanachai (C34—pp.1-18)
C35     Teaching Multimodal Writing to EFL College Students,Zhong-Yan Peng and Hsien-Chin Liou (C35—pp.1-11)
C36     The Effects of Reading Strategy Use and Self-Efficacy on Reading Comprehension, Hui-Fang Shang (C36—pp. 1-16)
C37     Learning Words Right with the Sketch Engine and WebBootCat: Automatic Cloze Generation from Corpora and the Web, Simon Smith, Scott Sommers and Adam Kilgarriff (C37—pp.1-8)
C38     童書結合藝術與人文運用於國小英語課程－以台南縣歸仁國小為例,
蘇雅珍、吳珠李與蔡瑾瑜 (台南縣歸仁國小教師) (C38—pp.1-4)
C39     An Investigation of the Effectiveness of an Interactive Immersion English Program in Taiwan, Ding-kuo Sze and Chin-tongChen(C39—pp.1-17)
C40   Teacher-students Interactions in Collaborative EFL Teaching: Three Heads are Better than One! Makiko Tanaka (C40—pp.1-12)
C41     Optimizing the Response Categories of a SLA Ordered Rating Scale: An Item Response Theory Approach, Wen-Ta Tseng(C41—pp.1-14)
C42     Using Interviews to Enhance EAP Writing Instruction, Wei-fang Tso (C42—pp.1-13)
C43     The Relations between Story Retelling and EFL Learning, Wenli Tsou (C43—pp.1-12)
C44   以Game Maker為平台的英文遊戲教學設計,祖善明、何駿彥、謝育仁、鍾定家、薛森與邱振源(C44—pp.1-15)
C45   資訊融入大一英文教學實務工作坊,Chin-lung Wei (C45—pp.1-11)
C46     English Language Learning and the Growth of New Taiwan Identities, David Dirkwen Wei (C46—pp.1-10)
C47     Striking a Balance between Quality and Quantity in Translation Assessment: A Case Study, Yvonne Ying-Ya Wen and Pamela Chiu-Fen Tsen(C47—pp.1-19)
C48   Acquiring ESL (English as a Second Language) Mediated through Technology—A Sociocultural Perspective,Ching-Fen Wu (C48—pp.1-16)
C49     Academic Oral Presentations: A Study of 5 Graduate Students in Taiwan, Angela Mei-chen Wu (C49—pp.1-12)
C50   Assessing English Proficiency at Advanced Level: Testers’ Feedback to Teaching, Jessica R. W. Wu and Anita C. W. Lin(C50—pp.1-18)
C51     Interface between Grammar and Communication---What Teachers Should Contemplate, Shinian Wu (C51—pp.1-15)
C52     Self- and Peer Assessments for English Speaking Tasks, Nae-Dong Yang(C52—pp.1-17)
C53   Paired Story Mapping as Intervention to Enhance Reading Comprehension: A Descriptive Study of Ten EFL Vocational High School Students, Wen-ting Yeh (C53—pp.1-17)
C54   Students’ Initiatives in the Elementary School Language Classrooms, Yu-wen Yeh and Hsiu-hsiu Yang(C54—pp.1-21)
C55     Teaching EFL Undergraduates Research Writing through Modeling: Students’ Difficulties, Perception and Their Use of Rhetorical Patterns in the Introduction Section, Shu-chin Yen(C55—pp.1-18)
C56     Different Effects of Peer Response and Teacher Response on EFL College Composition Instruction, Yuh-Yun Yen (C56—pp.1-16)
C57   Oral Presentation Skills in Short-term English Language Study Abroad Programs, Noriko Youshinmura and Mineharu Nakayama (C57—pp.1-18)