Analysis of EFL Teaching Methods for Taiwan University Students

To become a qualified international talent, University students must improve their English level. At present, there are so many researches on improving the university students' English level, most of them are about the ranks of teachers, teaching methods, teaching equipment and teaching means, this paper will research from the effect of University Students' English level impact factor to determine first level, second level indicators, establish evaluation system model. We provide reference for university management education, University English teachers and university students. Introduction With the development of global economic integration, the requirement of international talents is becoming higher and higher. To become a qualified international talent, university students must improve their English level. At present, there are so many researches on improving the university students' English level, most of them are about the ranks of teachers, teaching methods, teaching equipment and teaching means, this paper will research from the effect of University Students' English level impact factor to determine first level, second level indicators, establish evaluation system model, by using analytic hierarchy process, and establish judgment matrix, then calculate results and check consistency, finally draws the conclusion. We provide reference for university management education, University English teachers and university students. Model Construction of University Students' English Proficiency For the influential factors of university students' English level, the author gave 300 questionnaires to university English teachers and university students, and recycled 294. Survey university students English level influence factors, compute statistics, finally determine the impact factors of university students English level, second level indicators. The primary indicators of influencing factors of University Students' English proficiency includes English basis, teaching staff, teaching methods and learning methods. In the two level indicator: English basis includes listening, speaking, reading and writing. Teaching staff includes experience strength, moral character, professional knowledge, physical and psychological quality. Teaching methods includes writing teaching, multimedia teaching, case teaching, group discussion. Learning methods includes positive learning, cooperative learning, inquiry learning Teaching contents includes teaching objectives, teaching difficulties, teaching methods, teaching steps. Political accomplishment includes love motherland, political belief, political learning, theoretical level. 6th International Conference on Social Network, Communication and Education (SNCE 2016) © 2016. The authors Published by Atlantis Press 37 R ad in g W rtin g English basis Teaching staff Teaching content Teaching method Learning method L iten in g Influencing factors of college students’English proficiency S p ak in g P h y scal & p sy ch o lo g ial q u ality M o al ch arcter E x p eien ce sren g th P ro fssio n al k n o w ed g e T each in g o b jctiv es T each in g step s T each in g d ificu lies T each in g m th o d s G ro u p d icu ssio n W rtin g tach in g M u tim ed ia tach in g C se tach in g C o o p eativ e larn in g P o sitiv e larn in g In q u ry larn in g Figure 1. University Students' English level impact factors Analytic Hierarchy Process The analytic hierarchy process is to decompose the elements which are always related to the decision, the target, the criterion, the plan and so on, and then make the qualitative and quantitative analysis. At first, establish the model, and then construct the judgment matrix, make the level of single row and test consistency finally. The first class comparison matrix:

Students in Indonesia may understand theories in learning English but struggle to put them into practice.This research was conducted at SMAN 7 SIDRAP and the researcher wants to use Communicative Language Teaching (CLT) method which emphasizes language as a tool for communication, the researcher wanted to compare the CLT method with the conventional method that teachers usually use at school, so the formulation of the problem in this study was to find out whether there were differences in learning outcomes between the CLT method and the conventional method.This study aimed to assess the effectiveness of the Communicative Language Teaching (CLT) method in improving the speaking ability of students at SMAN 7 SIDRAP. This research used experiment design with Quasi experimental, the total sample was 40 students that devided in 2 class that is 20 students’ was from 10 MIPA 1 as an Experiment class and another 20 was from 10 MIPA 2 as an Control Class, the result showed that the independent sample t-test revealed a significant difference between the two methods, with the CLT method being more effective in improving students' speaking abilities.

This research investigated students’ perceptions of tutors’ teaching methods applied in one of grammar tutoring classes in an English Education study program at one of the universities in Yogyakarta. The students’ preferences on grammar teaching methods were also discovered. This research employed a quantitative approach. Fifty-seven students participated in this study and filled out the questionnaire. Their activities during tutoring program were observed. Then, the interview was used to gather further information. The result of the questionnaire revealed a mean score of four point twenty-nine. It showed that the participants of this study shared their positive perceptions of tutors’ teaching methods in grammar tutoring classes. They felt that the tutors were able to build a comfortable learning experience and motivate them to have a language exposure. Additionally, the students desired to learn grammar by using the audio-lingual method and communicative language teaching (CLT) method. This study implies the need for a well-prepared peer tutoring program to help students effectively. Additionally, the administrators can address individual learning differences and provide insights for improving grammar instructions.

The mismatch between teaching and learning is believed to be one of the factors that militate against the effectiveness of instruction. Such a contention has led language teaching specialists to call for a learner- centered approach to bridge the gap between teaching and learning. In this approach, the students are expected to shoulder the responsibility of their own learning through participation at all levels of the teaching- learning process, from planning the program to assessment of performance. This article provides some ideas and practical classroom techniques and procedures that can foster learner involvement at all stages of language teaching from course design to performance assessment. These techniques and procedures are presented direct involvement (learner-centered) and indirect involvement (learning-centered). The former include course evaluation, essay writing and error correction; the latter include form-focused instruction: giving linguistic explanations in teaching grammar and error correction. Our language teaching approaches, methods and techniques become more effective as we know more about the learners and their needs and their learning strategies, styles and preferences. The teaching methods and classroom techniques should be informed by knowledge about the learning process. Effective teaching methods and techniques can, in turn, result in effective learning. Thus, the processes feed into each other. Over three decades ago, researchers (e.g. Naiman, Frolich and Todesco, 1978) stressed that language teaching methods are rendered ineffective by not

With the rapid development of the social economy in the late 2000s, the communicative competence of English learners has increased significantly in China. The conventional approach tends to memorize by rote, which begins to withdraw gradually from Chinese Higher Education. The communicative language teaching (CLT) method is emerging worldwide and getting increasing attention. This paper has used the method of secondary review to analyze the implementation status of teaching methods in College English education in China, which primarily focuses on the advantages and disadvantages of the conventional approach and communicative language teaching. Moreover, this paper analyzes the restrictive factors that the CLT method can not completely replace the conventional approach through comparative analysis.

The main responsibility of universities is to cultivate high-quality students. The quality of student cultivation can be enhanced by improving university teachers’ pedagogical competence, and thus enhancing students’ learning experiences and satisfaction. The purpose of this study was to examine the impact of university teachers’ pedagogical competence on students’ learning experience and satisfaction, as well as the mediating effect of university students’ perception of learning experience. Structural equation modeling was employed to examine the relationships between pedagogical competency of university teachers, students’ learning experiences and classroom satisfaction, based on 569 questionnaires. The results indicate that teachers’ professional knowledge ( β = 0.325, p < 0.001) and teaching skills (β = 0.155, p < 0.001) have a direct positive effect on students’ classroom satisfaction. Both factors indirectly influence satisfaction through learning experiences, with professional knowledge showing a standardized path coefficient of 0.615 ( p < 0.001) on learning experiences, and teaching skills showing a coefficient of 0.335 ( p < 0.001). Learning experiences have a direct effect on satisfaction with a coefficient of 0.536 (p < 0.001). Bootstrap testing confirms that the mediation effect of learning experiences is significant, with professional knowledge accounting for 50.4% of the mediation effect (total effect = 0.655, indirect effect = 0.330), and teaching skills accounting for 53.9% (total effect = 0.334, indirect effect = 0.179). The study suggests that university teachers can enhance classroom satisfaction indirectly by optimizing the depth of knowledge, teaching methods, and classroom interactions, thereby improving students’ learning experiences. This study recommends that universities strengthen training in teachers’ professional knowledge and teaching skills, and establish dynamic feedbacks mechanism for teaching outcomes. This study also offers insights for universities to enhance the various dimensions of teachers’ pedagogical competence and optimize administrative and management strategies through the learning experience and satisfaction of university students.

This study aims to determine whether the CLT method improves students' English vocabulary mastery before and after learning using the CLT method. This is a quantitative study with a pre-experimental design. In this research design, the researcher only uses one class as an experimental class which was given treatment in the form of vocabulary learning using the CLT method. However, before the treatment was given, students would be given a test in the form of a pre-test and post-test that aimed to see the effect of the CLT method in improving students' vocabulary skills. The data from the test was collected and then the data was analyzed through descriptive statistics. The population used was all students of SMP Negeri 50 Halmahera Selatan and all were selected as samples in this study. The instrument used to collect quantitative data in this study was a vocabulary test. This test is in the form of multiple choice consisting of 30 question items. Tests distributed before and after the treatment were given as pre-test and post-test. In addition to comparing the significance value (Sig.) with a probability of 0.05, the authors also compared the t-count value with the t-table to test the hypothesis that had been made previously. The t count based on the result of paired sample test is 38,076 and the t table based on the value of df (34) is 2,042. This shows that the value of t arithmetic (37.769) > t table (2.042) it can be concluded that H0 is rejected and Ha is accepted. In other words, there is an average difference between the learning outcomes of the pre-test and post-test, which means the CLT method improves the students’ English vocabulary at SMP Negeri 50 Halmahera Selatan.

With the progress and development of society and the continuous advancement of curriculum standard reform, society has higher requirements for students’ English skills. The junior high school stage is the best time to cultivate students’ communication skills, however, junior high school English classes are currently still based on traditional teaching as the main teaching method, which only focuses on cultivating students’ reading and writing skills, thus neglecting the training of listening and speaking skills. Despite its evident benefits, the implementation of the task-based language teaching (TBLT) method in junior high school English communication classes is not without challenges. The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process. This gap stems from a variety of factors, including the lack of appropriate resources, insufficient teacher training, and the deeply ingrained reliance on traditional teaching methods. This study will briefly explain the definition and characteristics of the task-based language teaching method, analyze the current situation of junior high school English communication classes, the difficulties of using TBLT in junior high school English classrooms, and the application methods of task-based teaching methods. The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.

The research aims to find out whether the students reading comprehension can be improved through the use of the Communicative Language Teaching(CLT) method. In order to achieve the objectives, the researcher held action research at SMA N 5 Lhokseumawe, from 16- 19th March 2021. There were 2 cycles in which 2 meetings were held for each cycle. The subject of the study is the second year with the numbers of population 32 students. The instruments used were observation sheets, questionnaires, and tests. The result of the study is the problem of motivating students to read. This can be solved by using Communicative Language Teaching(CLT). Based on the questionnaire, all of the students said that the use of the Communicative Language Teaching(CLT) method was interesting. In line with the questionnaire result, the observation sheet also showed excellent results on students’ study habits. There was an improvement in students’ comprehension, it can be seen in cycle 1 which was 89.06 points, and cycle II which was 95.6 points. In this study, I suggest that the teachers should be able to use Communicative Language Teaching(CLT) as an alternative to motivating students learning.

Based on the feature of Fermentation Engineering Course, Study on student-centered classroom teaching by new teaching modes and methods to stimulate students’ learning motivation and develop students’ innovating ability. Combines problem based learning (PBL) with case based learning (CBS) teaching methods. In the process of teaching, guiding the students to think actively through questions, and participation in class discussion, courseware, simulation teaching, etc. and guiding students to analyze and solve problems, construction guide classroom teaching model. The resultsshow that the student’s initiative, enthusiasm and learning effectwereimproved obviously. And the way of teaching achieved good teaching results, which not only highlightedthe student-centered teaching philosophy, but also learnedthe advantages of a wide range of teaching methods.

The article demonstrates how the emergence and development of new methods of language teaching at school and university are related to new trends in linguistics, psychology and pedagogy. The problems that domestic and foreign methodologists face in the process of finding the most effective ways and methods of teaching are highlighted. In the article also were analyzed different points of view on understanding the psychological features of language acquisition, and in particular the principle of consciousness leading to the emergence of different teaching methods. The analysis of modern methods of teaching a foreign language, which pay attention to the psycholinguistic nature of the language, is made. Identified advantages and disadvantages.

In response to the European Union’s call for the promotion of linguistic diversity and multilingualism among its member states at various levels, the Teacher Training College at the Universidad de Extremadura in Spain launched a bilingual track in its primary education degree. The track has four main goals: Increasing graduates’ English language proficiency and knowledge of English as a Second Language (ESL) teaching methods and techniques, fostering intercultural communication, and augmenting the internationalization of the program. Save the first one, these are also the goals of the Bilingual Authorization and the M.A. in Bilingual Education at Loyola Marymount University in Los Angeles, California. Despite noticeable differences in their respective courses of study, student bodies, and graduates’ future job opportunities, existing similarities between the programs encouraged the authors to conduct a comparative study of their main components: Background, goals, curricula, and requirements for graduation, while granting special consideration to necessary variations in design and implementation. The findings of the study may benefit the global educational community in the field of bilingual teacher preparation by contributing to a better understanding of similarities and range of variations across programs sharing similar goals, despite their implementation in distant locations.

This study aims to determine the effect of teachers’ teaching methods and learning media on student learning activities and whether learning motivation moderates the impact of teachers’ teaching methods and learning media on student learning activities. This research uses quantitative methods. This research data was obtained by distributing questionnaires to 76 students as respondents. The data obtained from the sample were analyzed using MRA (Moderated Regression Analysis). The results of this study indicate that the teachers’ teaching method and learning media have a positive effect on students' learning activities by being reinforced by students' learning motivation variables. The R-square test results show that teaching methods and learning media explain 56.2% of the learning activity variables. In comparison, the remaining 43.8% are explained by other variables not examined in this study.

This study sets out to examine the relationship between teaching methods and students’ moral behaviour in secondary schools. The improvement of students’ moral behaviour in Cameroon is an ongoing process. The study deals with students’ moral behaviour which has dropped in the past five years and is increasingly gaining grounds in Cameroon. There has been a constant increase of violence, juvenile crimes, aggressiveness, cheating in exams, disrespect, irresponsibility just to name but a few deviant students’ behaviour. The objective of the study was to investigate the effects of teaching methods on students’ moral behaviour. The research applied a mixed methodological approach which is a combination of qualitative and quantitative approaches at different stages in the research process. Teaching learning methods was measured using Element Based Curriculum Development Model Questionnaire scale adopted from Aslan and Gunay (2016). The students’ moral behaviour was assessed using Understanding the Moral Values of Young People and their character development questionnaire sub scale by Beng (2018). The semi structure interview guide was adopted from Askell-Williams (2001) focusing on achievement goals (Pintrich, 2000). The validity and reliability of these research instruments were assessed and determined. The review of related literature was focused on teaching methods and student’s moral behavior with models and theories. The samples were 100 students, 50 with disciplinary problems and 50 without disciplinary problems, 7 discipline masters and 7 citizenship teachers selected for the research through the simple random sampling techniques. Data collected from the respondents was analyzed using descriptive statistics, stepwise multiple regression analysis and Pearson Product Moment Correlation Coefficient. The research findings indicated a significantly positive relationship between teaching methods and students moral behaviour. If teaching methods is improved by 10%, students moral behaviour will be improved by 0.19% .Students’ moral behaviour should be developed through teaching learning methods and the integration of moral education in all lessons in the school curriculum. Keywords: curriculum development, moral behaviour, and violence. DOI: 10.7176/JEP/13-29-05 Publication date: October 31 st 2022

As a language teaching method, carrying out translation activities should serve the teaching goals of the whole class, and be combined with other teaching methods to jointly promote the improvement of English comprehension ability and students' application ability. This paper takes the application of multimedia technology in undergraduate English classroom teaching as the research object, combined with my specific teaching practice in undergraduate English classroom teaching, analyses the positive and negative factors of multimedia-assisted teaching, and summarizes teachers, students, teaching materials, The corresponding situation of changes in teaching process and teaching methods; 91.6% of students prefer English teachers to use auxiliary teaching resources for translation teaching. The development prospect of multimedia in classroom teaching and the application of multimedia in education and teaching in the future are prospected. It provides a reference for new teachers and scholars who wish to apply multimedia technology to assist English teaching in undergraduate classroom learning.