Habitual domains and forming winnig strategies

Extra-Curricular Reading in Taiwan

Most Taiwanese universities and colleges offer a wide selection of English courses, compulsory or elective to cater to student needs. Compulsory courses are usually prerequisites for selective courses, except when students can prove an exceptionally high proficiency level with authenticated evidence, then the course can be waived and take selective courses immediately upon entering the college. Based on course objectives, elective courses are at a higher standard, or difficult, in terms of course goals, content, and tasks. Therefore, these courses can be compulsory basic English and selective advanced English. However, do students in these two kinds of courses really differ in terms of proficiency? If yes, to what extent do they differ? If this is truly the case, how should teachers deal with the situation of same level students but two different leveled courses? The results indicated that the participants in this study do not have significant differences in terms of vocabulary size and standardized tests. Therefore, the author offers some pedagogical advice based on the literature and their own experience and suggestions for future studies.

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How Different Are Students In Compulsory And Elective English Courses

This study aims to understand whether students have the ability to interpret the connotation of deep knowledge based on afterschool autonomous learning activities, habitual domains and principles for deep knowledge, and to use deep knowledge principles to analyze the relationship between the common autonomous learning activities and knowledge as well as students' rating on various types of deep knowledge. There were 71 participants in this study, and data were collected from group discussions and written records. The results showed that the students have the ability to understand the connotation of deep knowledge and propose a variety of autonomous learning methods. This study explored how these autonomous learning methods are closely connected to the deep knowledge of habitual domains based on the methods proposed by the students. The author also gave teaching suggestions in accordance with the participants' rating on the deep knowledge.

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I-Chin Nonie Chiang

Papers

Autonomous Learning and Principles for Deep Knowledge