Abstract
In 2018, Taiwan’s Executive Yuan proposed the “Bilingual 2030” policy, aiming to improve the English proficiency of its people through digital technology, bridging the urban-rural gap, and fostering bilingualism while preserving native language culture to enhance Taiwan’s global competitiveness. Integrating online learning platforms and technologies in language education enhances learning experiences promotes equal access to educational resources, and helps bridge socio-economic disparities, fostering a more inclusive and equitable learning environment. This research utilizes a qualitative observation method to capture detailed, real-time interactions and responses in an English-Mandarin bilingual online course, providing in-depth insights into student engagement, language development, and the effects of teacher praise on participation. The study involved ten middle school students aged 13-15 who participated in a ten-week English-Mandarin bilingual online course with topics about Sustainable Development Goals (SDGs). Results showed that student-teacher interactions, particularly “Academic Feedback” and “Affective Feedback,” are crucial in guiding and motivating students to improve their oral language skills. Student-content interaction, particularly “in-class talk” is essential for fostering English oral production because it provides students with direct practice in listening and speaking, enhancing their fluency, pronunciation, and ability to engage in real-life conversations.
Presenters
Siang Wei ChenStudent, Masters, National Changhua University of Education, Taiwan Vivien Lin
Assistant Professor, Graduate Institute of Children's English, National Changhua University of Education, Changhua, Taiwan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
English-Mandarin bilingual online courses, Oral language development, Taiwan's
