Journal of Educational Practice and Research

Action Research on the Integration of Flipped Classroom and Problem-based Learning into EMI Courses

Pao-Hwa Chan*

Owing to the “Bilingual 2030” policy and the plan of “Program on Bilingual Education for Students in College” by 2024, English as a Medium of Instruction (EMI) courses play an integral role in goal achievement. This is an action research study that analyzed the impact of the integration of flipped classroom and problem-based learning into EMI courses by examining doctoral students from a university in Taiwan. The spiral exploration mode of the three major cycles was the fundamental concept for analyzing the impact of actions. For each cycle, five steps were implemented: “planning-implement-observation-reflection-adjustment”. The study discovered feasible integration models through the action procedure of the preparatory period, the implementation period, and the evaluation period, where flipped classroom and problem-based learning were effectively integrated into the courses. In addition, the integrated model was beneficial to students’ learning growth, strengthening their willingness to participate, and enhancing their professional ability and learning satisfaction. Finally, suggestions were put forward for those who wish to set up, teach and take EMI courses to provide practical inspirations.

A Study of Reading Literacy Factors and Differences between Native and Immigrant Students Based on 2018 PISA Database

Fang-Chung Chang*

The purpose of this study was to analyze the differences between native, first-generation and second-generation immigrant children´s family socioeconomic status, expectation to attend university, segregation index and reading literacy, and the impact of these factors on reading literacy. Based on the data of 74 countries in the 2018 PISA, the conclusions were followings: 1) The socioeconomic status and reading literacy of native-born families were significantly higher than those of second- and first-generation immigrant children. The expectation for local students to go to university was not significantly higher than that of immigrant children, and the rate of speaking other languages at home was significantly lower than that of immigrant children. 2) The reading scores of the second-generation immigrant were significantly higher than those of the first-generation, while the ratio of speaking other languages at home was significantly lower than that of the first-generation students. 3) The socioeconomic status of native, immigrant children had an effect on improving reading literacy. Different generations immigrant children´s desire to attend university contributed to improved reading literacy. 4) The rate of non-instructional language used at home by immigrant children had no significant effect on literacy; the segregation index of immigrant children had a negative significantly effect on literacy. The contribution of this research lies in finding that the family background, language usage at home, social isolation, and education-expectations of immigrant children were important factors for improving reading literacy. We should pay attention to the social isolation of immigrant children, and schools should pay attention to the language use of immigrant children at home to avoid a decline in reading literacy. Specific recommendations were provided.

The Efficacy of the Modified Cycles Phonological Remediation to Enhance Speech for Hearing-Impaired Children

Ciao-Yi Ke, Kai-Mei Chen*,& Chu-Hsiu Teng

The purpose of this study was to investigate the efficacy of the Modified Cycles Phonological Remediation (MCPRA) to enhance speech for children with severe speech sound disorders (SSD) and hearing impairment (HI). A multiple baseline design across subjects was used to examine intervention effects. Three preschoolers with severe SSD and HI at age ranging from 4 year 0 month to 6 year 4 month participated in the study. All three children received two cycles with 18 hours of phonological remediation sessions. The target generalization probe words were administered during baseline, intervention, and follow-up phases to assess generalization and maintenance of phonological skills. Data were analyzed by visual analysis, effect size and C-statistic.

The results indicated that all participants’ target generalization probe words exhibited significant improvement by the end of the intervention, maintain, and follow-up phase. Furthermore, three children’s speech rating has improved from severe to mild or normal. Their speech intelligibility increased as well.

This study provides evidence-based research on speech therapy for children with HI, and clinical procedure for MCPRA, including sounds analysis method, target selection, and the intervention steps. Finally, the result of this study could provide clinical and research application of the articulation/phonological intervention for Mandarin-speaking children with HI.

Keyword：Cycles Phonological Remediation Approach, hearing loss, phonological system, speech, speech sound disorders