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The Effects of AI-supported ELSA Speak Application on Speaking Outcomes and Learning Perceptions among EFL Learners
No full text本研究深入探討整合人工智慧（AI）技術的行動輔助語言學習（MALL）對培養自主口語能力之成效。研究旨在調查融入先進語音識別技術的MALL應用程式在個別化語言學習方面的潛力。本研究亦凸顯AI技術在教育領域的關鍵作用，提供學生彈性和量身定制的學習機會，有助於提高口語能力，促進語言習得和自主學習。因此本研究結果對於推動英語教育具有重要意義，有效展示了MALL和AI在建立以學習者為中心和協作式語言學習環境中的實際應用。最終，本研究的主要目標是透過充分運用MALL和AI技術的協同潛力以提升英語語言教育的質量。本研究旨在檢驗將ELSA Speak應用程式納入英語作為外語（EFL）教學對學生的口語能力和學習觀感的影響。研究對象為台灣中部一所私立大學的27位英語專業大二學生。參與者完成了為期四週的傳統教學，包括兩個口語任務以及課堂內外的各種小型口語活動。之後，學生在為期四週的時間內使用AI輔助之ELSA Speak應用程式，每天回答應用程式提供的口語提示。資料來源包括：（1）學生在四個任務中的口語表現，前兩個任務作為傳統教學學習成果（視為前測），後兩個任務作為MALL學習成果（視為後測）；（2）問卷調查，探索使用ELSA的觀感，包括系統操作、學習態度、有用性、個別化和連接性；（3）反思日誌，記錄學生的學習體驗。本混合研究採用了量化數據（即學生的學習表現和問卷回應）和質性資料（即反思日誌中學生的詳細回答），為AI融入EFL教學的潛力提供了實質見解。研究結果顯示，ELSA Speak應用程式對學生的整體口語表現以及發音、語調、流利度、語法和詞彙等子技能的提升有正面影響。ELSA Speak對EFL學生在發音、語調、流利度和詞彙方面有顯著改善，但在語法方面並未觀察到顯著進步。至於學生對MALL的觀感，使用者滿意度和學習經驗分析顯示，大多數學生認為該應用程式的界面、學習過程以及作為學習工具的效果令人滿意、方便，對他們的學習態度、動機和能力產生了積極的影響。This research study delves into the significance of Mobile-Assisted Language Learning (MALL), an innovative approach that integrates Artificial Intelligence (AI) technologies, in nurturing autonomous speaking skills. The study aimed to investigate the potential of MALL applications which incorporate advanced speech recognition technology, for personalized language learning. It also underscores the pivotal role of AI technologies within the education sector in providing students with flexible and tailored learning opportunities beneficial to enhanced speaking proficiency, facilitating language acquisition and autonomous learning. The research outcomes contribute significantly to the advancement of English education by effectively showcasing the practical utilization of MALL and AI in establishing learner-centered and collaborative language learning environments. Ultimately, the primary objective of this research endeavor is to elevate the quality of English language education by harnessing the synergistic potential of MALL and AI technologies. This study aimed to examine the effects of incorporating the ELSA Speak application into English as a Foreign Language (EFL) instruction on students' speaking skills and perceptions. The study involved 27 English-major sophomores who were enrolled at a private university in central Taiwan. The participants completed a four-week conventional instruction consisting of two speaking tasks, with various mini-speaking activities both inside and outside the classroom. Following this, the students utilized the AI-supported ELSA Speak application for two tasks over a four-week period, responding daily to speaking prompts generated by the application. Data was collected from three sources: (1) student speaking performances on the four tasks, with the first two serving as a pre-test reflecting learning outcomes with conventional instruction, while the latter two as a post-test demonstrating learning outcomes with MALL; (2) questionnaires that explored perceptions of using ELSA in terms of system operation, learning attitude, usefulness, personalization, and connectivity; and (3) reflective journals documenting the students' learning experiences. This mixed-methods study employed both quantitative data (i.e., student learning performance and questionnaire responses) and qualitative data (i.e., in-depth student responses in reflective journals) to provide valuable insights into the potential integration of AI into EFL instruction. The study aimed to direct researchers' attention to the examination of its potential and to offer a framework for the future development of AI-supported language learning applications. The results of a study indicated that the ELSA Speak app contributed to improvement in students' overall speaking performance as well as proficiency across subskills, including pronunciation, intonation, fluency, grammar, and vocabulary. While ELSA Speak significantly enhanced pronunciation, intonation, fluency, and vocabulary among the EFL students, significant improvement in grammar was not observed. As regards the students’ perceptions of MALL, user satisfaction and learning experience analysis revealed that most students found the app's interface, learning process, and effectiveness as a learning tool satisfactory, convenient, and positively impactful on their learning attitudes, motivation, and proficiency
DIALOGICAL VOICES AND CONTRAPUNTAL PERSPECTIVESIN JANE EYRE AND WIDE SARGASSO SEA
No full text從柏莎（BERTHA）的視角來看，珍·賴斯（JEAN RHYS）的《夢迴藻海》（WIDE SARGASSO SEA）是夏洛特·布朗蒂（CHARLOTTE BRONTË）《簡·愛》（JANE EYRE）的一部前傳。珍·賴斯特意以這種方式，在維多利亞文學與後殖民文學之間，或者在帝國中心與殖民地之間，創造了一種對話。本篇論文旨在描繪和分析《夢迴藻海》與《簡愛》之間的對話關係。在《夢迴藻海》中，作者提出的對位透視可視為是對《簡愛》中性別壓迫和殖民統治的強力回應。愛德華·薩依德（EDWARD SAID）在《東方主義》（1978）和《文化與帝國主義》（1993）書中提出對位閱讀的概念，作為一種策略來研究帝國和殖民社會及其聯繫之間的對話。珍·賴斯透過新的視角以及她對殖民主義、性別壓迫和統治的看法，創作《夢迴藻海》來傳達她對《簡愛》的閱讀。Jean Rhys’s Wide Sargasso Sea is a notable prequel to Charlotte Brontë’s Jane Eyre if viewed from Bertha’s perspective. Rhys deliberately created in this way a dialogue between the Victorian literature and the postcolonial literature, or a dialogue between the imperial Center and the colonized Margin. This thesis aims to delineate and analyze the dialogical relationship between Wide Sargasso Sea and Jane Eyre. The contrapuntal perspective set forth in Wide Sargasso Sea can be deemed as a response to the gender oppression and colonial domination raised in Jane Eyre. Edward Said in Orientalism (1978) and Culture and Imperialism (1993) proposed the concept of contrapuntal reading as a strategy to examine the dialogism between the imperial and colonial power and their subject colonies. With her new views of colonialism, gender oppression, and domination, Rhys proposed her reading of Jane Eyre by creating Wide Sargasso Sea
The Influence of Language on the Explicit Personality of Believers in Religion: A Comparison between Christianity and Buddhism
No full text該研究的目的是要探討宗教如何藉由語言影響信徒的外顯性格，以基督教和佛教為例並進行比較。從兩教的教義、歌詞和祈禱文等文本進行分析。結果是在不同宗教的用語渲染下，其信徒在不同的人格特質中將產生程度不一的變化，在分析之後得出以下結論：(a)與基督教相關的用語較重視與神的關係和互動，與佛教相關的用語則是強調事在人為的因果關係，以及(b)在大五人格特質和HEXACO中的誠實-謙遜中，基督徒和佛教徒會因為接收到不同的宗教理念而產生不同人格特質上的轉變。這個結論可以知曉語言在作為傳達宗教概念的橋樑的重要性以及信徒接收理解後在人格特質上產生的變化。研究結果可以使人更重視語言在宗教中的力量，以及了解宗教透過語言會對人產生什麼性格方面的影響。The purpose of the study is to explore how religion influences the explicit personality of believers through language, using Christianity and Buddhism as examples for comparison. The analysis is made from texts such as doctrines, lyrics, and prayers of the two religions. The result is that there is a degree of variation in different personality traits depending on different religions. After analysis, it is concluded that (a) the terms associated with Christianity emphasize the relationship and interaction with God, while the terms associated with Buddhism emphasize the human conception of causality, and (b) in the Big Five personality traits and HEXACO's honesty-humility, Christians and Buddhists will have different personality traits due to the acceptance of different religious ideas. This conclusion can shed light on the importance of language as a bridge to convey religious concepts and the changes in personality traits that followers undergo and how they perceive these. The results can lead to a greater appreciation of the power of language in religion and help us understand the influence of religion on people's personalities through language
Social Media, Body Appreciation, and Appearance Comparison: A Cross-cultural Comparison Between Women in Taiwan and the United States
No full text過去二十年來，社交媒體的使用在全球範圍內急遽擴展，大多數主要應用程式均具有照片分享功能。現今，每個人都能透過智慧型手機的相機不斷檢視自己的外貌，分享個人照片，並觀看朋友、同學和喜愛的名人在網路上分享的照片。關於社交媒體對身體形象滿意度和外貌比較的影響，尤其是在年輕女性和女孩中，相關研究已經伴隨著社交媒體普及化而存在了近二十年。然而，大部分有關社交媒體如何影響身體形象和身材鑑賞的研究僅限於西方地區，跨文化研究在此領域仍然相對未深入探討。為了解決這個問題，本論文以六種不同的量表作為比較基礎，並進行質性實證研究，旨在比較台灣和美國女性對社交媒體如何型塑身材鑑賞的觀念。研究對象為200名來自台灣（N=100）和美國（N=100）年齡介於18至35歲的Instagram使用者，完成匿名的線上問卷調查。研究結果顯示，兩組之間在身材鑑賞、外貌比較和照片編輯方面存在顯著差異。然而，在社交媒體上的外貌比較、媒體素養以及對整容手術的接受程度方面則沒有統計上的差異。當參與者依年齡分為不同群體時，年齡介於18至22歲的Z世代女性在兩組之間的身材鑑賞和照片編輯方面有顯著差異，而年齡介於23至35歲的Y世代女性則僅在外貌比較方面存在顯著差異。綜合以上結果，似乎在美國，身材鑑賞和外貌比較是一個較為嚴重的問題，而在台灣則較為輕微。在Z世代參與者中，美國女性的身材鑑賞程度較台灣女性低，而在Y世代參與者中，美國女性的外貌比較程度則較台灣女性高。有趣的是，Z世代參與者在照片編輯方面也存在顯著差異，台灣參與者較美國參與者更常編輯照片。此論文為跨文化身材鑑賞研究領域做出了貢獻，希望未來能繼續納入台灣進行相關研究。The use of social media has exploded over the last twenty years around the globe, with most major apps having a photo sharing component. Everyone now has the ability to constantly check their appearance in their smartphone’s camera, post photos of themselves, and see what photos their friends, classmates, and favorite celebrities post online. Research on how social media affects body image satisfaction and appearance comparison, especially in young women and girls, has existed for almost as long as social media has been widely used by the public. Despite the large amounts of research on how social media influences body image and body appreciation, most research takes place exclusively in a Western setting, and cross-cultural research in this topic is still relatively underexplored. To address this concern, this thesis, with six different scales as a basis of comparison, along with qualitative empirical research, aimed to compare women in Taiwan and the United States on how social media shapes their thoughts on body appreciation. A sample of 200 Instagram users from Taiwan (N=100) and the United States (N=100) ranging in age from 18 to 35 completed an anonymous online survey. Results showed that there were significant differences in body appreciation, appearance comparison, and photo editing between the two groups. There was no statistical difference in appearance comparison on social media, media literacy, or acceptance of cosmetic surgery. When divided into different age groups, Gen Z woman ranging in age from 18 to 22 had significant differences in body appreciation and photo editing between the two groups, while Gen Y women ranging in age from 23 to 35 only had significant differences in appearance comparison between the two groups. Based on these results, it appears that body appreciation and appearance comparison is a larger issue in the United States than in Taiwan. There were statistically significant differences in body appreciation in Gen Z participants, and in appearance comparison in Gen Y participants. Gen Z American women had lower body appreciation than Gen Z Taiwanese women, and Gen Y American had higher appearance comparison than Gen Y Taiwanese women. Interestingly, Gen Z also had statistically significant differences in photo editing, with Taiwanese participants editing photos more than American participants. This thesis contributes to the growing field of cross-cultural research on body appreciation, which will hopefully continue to include Taiwan in the future
A study on the Ethnic Identity and Perspectives of Japanese Dialect Speakers and the Differences and Connections with Standard Japanese
No full text日文，普通大眾很容易學習，也經常聽到。它看似和中文很像，但除了漢字外，其中還包括了平假名和片假名及一些語法上的不同。但是，在日本，除了我們經常聽到的標準日語外，還存在著各種具有地區特色的方言。但從明治時代(1868~1912)開始，政府開始推崇東京方言，並用來建立出一套”標準語”來傳播，而其它地區的少數方言則遭到打壓而漸漸落沒。方言就像一種口音，到城市工作或求學的鄉下人害怕被歧視，所以經常避免使用它，就像我們一些正式的會議上，也會避免使用閩南語一樣，而且一旦使用，便會無意中透露出使用者的家鄉地區。但也有一些人以他們的家鄉話為榮，覺得這也是一種表達的方式，此外，一些鄉村地區的方言很少被人們使用及注意到，語言多樣性對人類遺產至關重要。每一種語言都凝聚著一個民族獨特的文化智慧。因此，失去任何一種語言都是世界上的一大損失(UNESCO, 2003)。也希望當民眾想學習方言或想更加了解它的時候，可以參考此文章。而且，如果我們能在日本某些地區用方言交流，將會顯得格外親切。本文將對筆者在日本親自接觸過的方言使用者進行統計，比較出現在日本新聞及影視作品中的方言，進而了解日本關西地區，或其他不太常見的地區的方言。本文將總結和統計筆者在日本國內接觸到的方言和日本新聞影視作品中的人物台詞來完成。Japanese, a language easily learned and frequently heard by the general public, may appear similar to Chinese, but it includes not only kanji (Chinese characters) but also hiragana and katakana, as well as some grammatical differences. However, in Japan, in addition to the commonly heard Standard Japanese, various regional dialects with distinctive characteristics exist. Since the Meiji era (1868-1912), the government began promoting the Tokyo dialect and established a "standard language" to propagate, leading to the suppression and gradual decline of minority dialects in other regions. Dialects are like accents, and rural individuals who work or study in the cities often avoid using them for fear of discrimination, similar to how we avoid using Southern Min in formal meetings, inadvertently revealing the user's hometown when used. However, some people take pride in their local dialects, seeing them as a form of expression. Moreover, some dialects in rural areas are rarely used or noticed, while linguistic diversity is crucial to our human heritage. Each language embodies the unique cultural wisdom of a people. Therefore, the loss of any language is a great loss to the world (UNESCO, 2003). It is hoped that this article can serve as a reference when people want to learn or gain a better understanding of dialects. Moreover, if we can communicate using dialects in certain regions of Japan, it would create a particularly warm and friendly atmosphere. This paper will summarize and analyze the dialects encountered by the author in Japan and compare them with dialects appearing in Japanese news and media works, aiming to understand dialects in the Kansai region of Japan and other less common regions. The paper will conclude by presenting statistics on the dialects encountered by the author in Japan and the dialogue of characters in Japanese news and media works
The Relationship between Meme Ads on Social Media and Purchase Intention - The Case of Instagram
No full text在現今的社交媒體中，迷因在Instagram、Facebook和Twitter等的平台上無處不在，產生了 “網路迷因”一詞；許多公司會開始將迷因推銷產品作為市場策略的方法，並且分享包含迷因做成的貼文到社交媒體上。幾乎可以做到零成本的效果。 本文探討了迷因作為廣告工具，消費者是否會對品牌知名度、品牌點擊率及購買意願有增加或減少的影響，還調查了產品類型 (娛樂性 / 實用性)及習慣(個人 / 他人)對購買意願的干擾效果 。該研究問卷通過向頻繁使用Instagram的人收集數據，並回收185份有效問卷樣本。 結果表明，迷因做為廣告工具對品牌知名度、品牌點擊率及購買意願有正向且顯著的影響。而產品類型及個人習慣不具顯著性，因此不造成干擾效果。In today's social media landscape, memes are ubiquitous on platforms like Instagram, Facebook, Twitter, and more, giving rise to the term 'Internet memes.' Many companies have started using memes as a marketing strategy to promote their products, sharing meme-based posts on social media platforms. This approach often yields cost-effective results. This study examines memes as an advertising tool and investigates whether consumers' brand awareness, brand click-through rates, and purchase intentions are increasing or decreasing. Additionally, it explores the interference effects of Product Type (Hedonic/Utilitarian) and Habit (Personal/Others) on purchase intention. The research collected data through questionnaires from individuals who frequently use Instagram, resulting in 185 valid responses. The results indicate that memes, as an advertising tool, have a significant and positive effect on brand awareness, brand click-through rates, and purchase intentions. However, the Product Type and Habit do not exhibit significant. Therefore, Product Type and Habit do not cause any interference effect in the relationship
Two Stay Two Stray on Business English among EFL Learners: Speaking Outcomes, Interpersonal Competence, and Perceptions
No full text使用合作學習對學生的認知和社會情感發展有許多優勢的報告，從早期教育到高等教育層次都有，包括來自不同文化背景、種族、社會經濟和不同能力水平的學生。大部分學生在演講時不太有動力且害羞，這是因為環境不支持每天使用英語對話所導致的。因此，教師需要能夠管理課堂上所有學生之間的互動，以確保所有學生都有平等的參與機會。學生也需要學習在課堂上彼此之間的互動方式，特別是在商務英語課程中，學生還需要提升他們的溝通能力，因為在真實的商務工作中，作為未來的員工，學生將與團隊合作進行項目、與客戶會面並進行演講。本研究旨在探討作為一種合作學習形式的「Two Stay Two Stray」對商務英語語境下口語成果、人際溝通能力和英語學習者的學習觀點所產生的影響。 參與者是亞洲大學外國語文學系的52名大二學生，他們選修了《共通專業英語文：社科簡報英文-高級》課程。學生進行兩項商用英語專案，每項專案為期五週。在案例1中，學生需要在四個場地中選擇一個理想的場地來舉辦會議活動。此專案為兩人小組合作，學生需要展示他們解決問題的能力來應對所給的挑戰。學生簡報由商業案例背景資訊開始，接著學生簡介四個場地選項並評估其優劣勢，最後提出最適合的選項。根據他們在第一個商業案例中的口語表現，學生被分為高成就組和低成就組。在第二個專案期間，首先使用「Two Stay Two Stray」將學生分成四人一組，進行主題討論後，兩名學生移動到另一個組別分享他們的想法和資訊，而另外兩名學生則留在原組別並歡迎來自另一組的兩名訪客。留在原組別的兩名學生負責將工作、資訊和知識分發給加入他們組別的兩名學生，最後，學生回到原組別再次討論他們的工作結果，並作出結論和最終報告。收集了多種數據來源，包括學生在前測（案例研究1：組織會議）和後測（案例研究2：選擇總經理）中的表現，他們對人際溝通能力問卷的回答，以及在反思日誌中的反思。 研究結果顯示，這兩個組別在口語成果和人際溝通能力方面表現出色。具體而言，低成就組在接受「Two Stay Two Stray」後的口語成果顯著提高，前測（平均值=76.50，標準差=3.76），後測（平均值=83.46，標準差=2.68），而高成就組在口語表現方面沒有顯著差異，後測為（平均值=86.03，標準差=3.21），前測為（平均值=85.96，標準差=2.79）。在人際溝通能力方面，兩個組別在支持方面有顯著差異，高成就組（平均值=2.92，標準差=1.16），低成就組（平均值=3.61，標準差=0.75），低成就組在人際溝通能力方面表現優於高成就組，但整體結果兩個組別在人際溝通能力方面沒有顯著差異。根據學生對問卷的回答，學生對「Two Stay Two Stray」此方法大多感到滿意並且有動力，他們提到他們可以與同伴和其他組別的同學分享特定案例的想法和思考。這些研究發現對商務英語語境下的英語學習者教師具有重要的教學意義，包括提升口語成果、發展人際溝通能力以及促進對創新教學方法的積極感知。總體而言，該研究提供了實證證據，支持「Two Stay Two Stray」在促進英語作為外語學習者的語言學習方面的有效性。該研究的發現對語言教學領域的研究和實踐都有重要意義，尤其是在商務英語教學的背景下，作為一種創新的教學方法。The benefits associated with the utilization of cooperative learning in the realm of students' cognitive and socio-emotional development have been extensively documented, spanning across educational tiers ranging from early childhood education to tertiary education. These advantages have been observed among students hailing from diverse cultural backgrounds and ethnicities, varied socioeconomic statuses, as well as a broad spectrum of aptitude levels. A significant amount of students exhibit reduced motivation and reticence when it comes to expressing themselves in English during presentations. This phenomenon can be attributed to the absence of an English-speaking environment in their daily lives. Consequently, it is incumbent upon educators to proficiently facilitate interactions both among students and with the entire class, thereby ensuring equitable participation opportunities for all. Moreover, students must acquire a clear understanding of the expected norms governing their interpersonal engagements within the classroom setting, particularly within the domain of Business English. This will equip them with the necessary communication skills to navigate real-world professional scenarios, such as collaborative projects, client meetings, and delivering presentations. In light of these considerations, the present study aimed to investigate the impact of the Two Stay Two Stray approach, a form of cooperative learning, on speaking performance, interpersonal communication competence, and perceptions among English as a Foreign Language (EFL) learners, within the specific context of Business English. The participants were 52 English-major sophomores from the Department of Foreign Languages and Literature at Asia University, who were enrolled in the English General Specific Purpose: English Presentation for Social Science course. The students were engaged in two business case projects, with each one lasting for five weeks. In case 1, the student was assigned a project to select the ideal venue among four available options for hosting a conference event. The task involved a pair-work presentation where the students had to demonstrate their problem-solving skills by addressing the given challenge. The presentation began by providing the background information of the case, followed by introducing the four options and assessing their respective advantages and disadvantages. Ultimately, the students had to propose a suitable solution. Based on their oral performance on the first business case, the students were divided into high achievers and low achievers, with each group consisting of 26 students. During Case 2 where Two Stay Two Stray was used, the teacher divided the students into a group of four, including two high achievers and two low achievers. The students first stayed in their group to discuss the business case. Then two students in each group moved to another group to share their ideas and information, while the other two students remained in their group and welcomed two visitors from another group for interaction. Finally, all of the students moved back to their original groups and discussed the results of their work again, and made the conclusion as well as the final report. Multiple sources of data were collected, including the students’ performance on the pre-test (Case 1, Organizing a Conference) and the post-test (Case 2, Selecting a General Manager), their responses to the Interpersonal Communication Competence questionnaire, and their reflections are shown in the reflective journal. The results of the study showed that the low achiever group demonstrated significant improvement in their speaking outcomes after receiving Two Stay Two Stray approach while comparing the pre-test (M = 76.50, SD = 3.76) and the post-test (M = 83.46, SD = 2.68). However, the high achievers did not make a significant improvement in their speaking performances in comparing the pre-test (M = 86.03, SD = 3.21) and the post-test (M = 85.96, SD = 2.79). For Interpersonal Communication Competence, significant differences were only observed in supportiveness between the two groups, with the low achievers responding significantly higher (M = 3.61, SD = 0.75) than the high achievers (M = 2.92, SD = 1.16). No significant differences were found in terms of self-disclosure, empathy, social relaxation, assertiveness, alter-centrism, interaction management, expressiveness, immediacy, and environmental control. Based on the student’s responses to the reflective journal, most of the students were satisfied and motivated about the use of Two Stay Two Stray approach as they mentioned they could share their ideas and thoughts about the cases given with their peers and other group peers during the Two Stay Two Stray Approach. These findings have important pedagogical implications for teachers of EFL learners in the context of Business English, including the potential to enhance speaking outcomes, develop interpersonal communication competence, and promote positive perceptions of innovative teaching methods. Overall, the study provides empirical evidence to support the effectiveness of the Two Stay Two Stray Approach in promoting language learning among EFL learners. The findings of the study have implications for both research and practice in the field of language teaching, particularly in the context of Business English instruction as an innovative teaching approach in the classroom
Exploring the Impact of Virtual Reality Experience on University EFL Students' Intercultural Awareness, Autonomous Learning, and Language Performance
No full text台灣和印尼長期以來保持緊密的關係，最近的台灣新南向政策顯著增加了兩國之間的互動。因此，瞭解印尼文化對台灣學生來說至關重要。不幸的是，大多數教學資源只強調以母語為講者的國家文化，剝奪了學生提高對其他國家（尤其是印尼）的跨文化意識能力的機會。為了提高學生的跨文化意識能力，幫助他們能夠融入多元化的社會，EFL教師必須為學生提供適當的真實學習資源。良好的跨文化溝通能力中，其中一項最重要的能力是聆聽。具有強大的聽力理解能力可以提高生產力，增強學生在沒有誤解的情況下進行清晰溝通的能力。聽眾必須啟動長期記憶，以生成理解訊息所需的正確連接，這可以通過虛擬實境（VR）提供的存在感來實現。此外，由於拼字、語言理解、詞彙和解碼方面存在困難，EFL學生在閱讀理解方面面臨困難（Shore&Sabatini，2009）。因此，本研究的目的是探討虛擬實境學習平台"CoSpacesEdu"如何增強EFL學生的跨文化意識、學習者的自主能力和語言表現，特別是在聽力和閱讀理解方面。本研究的參與者是台灣中部的72名大學新生。學生被分為實驗組和對照組。學生有四個場景可供探索，並在探索場景時可以使用聽力功能聽到所讀的材料。還提供了當地語言的真實影片、圖片和語音錄音。收集了前後跨文化意識問卷以分析學生的跨文化意識。進行了前後聽力和閱讀理解測驗，以評估學生的語言表現。學生還被要求每週在線寫反思日誌，以分析他們對學習經驗的感知。之後，學生被要求通過"CoSpacesEdu" VR應用程式進行六週的自主學習。所收集的數據使用SPSS-T檢定進行分析。研究結果顯示：（1）"CoSpacesEdu"顯著提高了VR學生的聽力和閱讀理解能力，（2）"CoSpacesEdu"通過提供真實而身臨其境的文化學習環境，增強了VR學生對印尼的跨文化意識，（3）VR學習經驗發現在引導學生成為自主學習者方面更為有效。因此，研究結果可能激發研究人員和EFL教師積極將虛擬實境融入語言和文化課堂，以提高學生的表現和知識。Taiwan and Indonesia have long maintained a close relationship, and the recent Taiwan New Southbound Policy has increased interaction between the two nations significantly. Thus, learning about Indonesian culture is crucial for Taiwanese students. Unfortunately, most teaching resources only highlight the cultures of the native speaker’ nations, denying students the chance to improve their intercultural awareness (ICA) skills of other nations, especially Indonesia. In order to improve students' ICA abilities and help them become ready to integrate into diverse society, it is crucial that EFL teachers give their students access to the proper authentic learning resources.One of the most important abilities to have for good cross-cultural communication is listening. Having strong listening comprehension skills can boost productivity and enhance students' ability to communicate clearly without misunderstandings. Listeners must activate long-term memory in order to generate the right connections necessary to comprehend a message, which can be accomplished through the sense of presence afforded by VR. In addition, due to difficulties with spelling, language comprehension, vocabulary, and decoding, EFL students struggle with reading comprehension. (Shore & Sabatini, 2009). Hence, the purpose of this study was to examine how "CoSpacesEdu," a VR learning platform, enhanced EFL Students' ICA, learners' autonomy, and language performance, especially for listening and reading comprehension.The participants of this study were seventy-two university fresh-man in central Taiwan. Students were divided into two groups: experimental and control group. There were four scenes for students to explore, and while exploring the scenes, students have access to listening features that enable them to hear the material being read out. There were also authentic videos, images, and voice recording of the local languages. Pre- and post-ICA questionnaires were collected to analyzed students’ ICA. Pre- and post-listening and reading comprehension tests were administered to asses students’ language performance. Students were also asked to write online reflective journal every week to analyze their perceptions of the learning experience. After that, students were given an instruction to study autonomously through the CoSpacesEdu VR application six weeks. The data collected were analyzed using SPSS –T-Test.The results of the findings were (1) "CoSpacesEdu" significantly improved VR students' listening and reading comprehension, (2) "CoSpacesEdu" enhances VR students' ICA about Indonesia by providing an authentic and immersive cultural learning environment, and (3) VR learning experience was found to be more effective in guiding students toward becoming autonomous learners. Therefore, the research findings may inspire researchers and EFL instructors to actively incorporate VR into the language and cultural classroom to improve students' performance and knowledge
The Space of Meaning/the Meaning of Space: In The Magician on the Skywalk
No full text本文將探討改編自吳明益的同名小說，並由楊雅喆執導的台灣影集《天橋上的魔術師》中的空間意義。故事描述一位魔術師和九個孩子生活在1980年代台北中華商場。中華商場是一座已拆除的大型商場，由一連八座連動式的大樓所組成，曾是台北的重要地標。通過深入探索角色和場所之間的關係，本研究將結合該時期的歷史記錄以及法國空間哲學家加斯東·巴舍拉的理論，探討影集中的空間結構與建築現象學。This thesis will explore the significance of spaces in the Taiwanese series The Magician on the Skywalk directed by Yang Ya-che (楊雅喆), adapted from the short story collection by Wu Ming-yi (吳明益), dealing with a magician and nine children, living in the Chunghwa shopping center (中華商場), a complex of eight buildings linked by skywalks on Chunghwa Road in 1980’s Taipei. Advancing close readings of the narrative’s relation to the spaces in which action occurs, the analysis will draw on both historical records of the period as well as the work of French philosopher, Gaston Bachelard, who developed a phenomenology of architecture to explore the relations between spatial structures and human experience, memory, and emotional life. The study will use his theory to analyze the poetics of spaces and how they condition the collective memory of a community in the Chunghwa shopping center
Carnival, Fantasy, Ritual: The Thematic Mise-en-scène in Contemporary Cinema
No full text字面上意味著「放置在場景中」的mise-en-scène最初是一個戲劇術語，指的是舞台上的擺放，現在已經演變為指電影鏡頭或一系列密切相關鏡頭中可見元素的組織。這種安排不僅可以傳達關於電影世界的信息，還可以表達主題、氛圍以及心理狀態甚至對現實的哲學態度。本研究將最具體類型的mise-en-scène之後稱為「主題性的」，以描述它們與所研究的電影中極端體驗的特定關係：狂歡、幻想和儀式。本研究將對六部電影進行三個比較和對比用mise-en-scène的分析，這六部電影根據上述三個類別進行了組織：對於狂歡，有Joseph H. Lewis的《Gun Crazy》（1950年）和Edmund Goulding的1947年版《Nightmare Alley》以及Guillermo del Toro的2021年版；對於幻想，有James Bidgood的《Pink Narcissus》（1971年）和Yasuzo Masumura的《Blind Beast》（1969年）；對於儀式，有Ari Aster的《Hereditary》（2018年）和同一導演的《Midsommar》（2019年）。在對mise-en-scène的概念進行介紹時，將包括早期電影的例子，這些電影推動了mise-en-scène的能力，本研究將重點關注在這些電影中的視覺和意義的特定集中，反映了它們所處時代的世界觀。Literally meaning “placing in the scene”, mise-en-scène was originally a theatrical term referring to placement on stage which has come to mean the organization of visible elements within a shot or a series of closely related shots in a film. The arrangement can convey not only information about the world of the film but also the theme, the atmosphere as well as psychological states or even philosophical attitudes to reality. The present thesis examines very specific types of mise-en-scène, which I will call “thematic”, to describe their particular relations to extreme experiences central to the films under scrutiny: carnival; fantasy; and ritual.This thesis will engage in three comparative and contrastive analyses of the mise-en-scène in six filmsorganized under the three categories listed above: for carnival, Joseph H. Lewis’ Gun Crazy (1950) and Nightmare Alley - Edmund Goulding’s 1947 version and Guillermo del Toro’s 2021 version; for fantasy: James Bidgood’s Pink Narcissus (1971) and Yasuzo Masumura’s Blind Beast (1969); and for ritual: Ari Aster’s Hereditary (2018) and the same director’s Midsommar (2019). After an introduction of the concept that will include examples from early cinema that advanced the capacity of mise-en-scène, the thesis will focus on the specific concentration of vision and meaning in the films that reflect the respective worldviews of the era of their production