This study is based on the '2014 the Schweitzer Program' in Taiwan which spanned for four weeks from the 2 nd to 29 th of August. The lessons included four classes of multimedia picture books and eight game-based lessons. The aim of this research is to describe how to integrate the theory of 'Multiple Intelligence (MI)' by Howard Gardner as well as the theories of 'Cooperative Learning', and 'Game-Based Teaching' into summer intensive English classes among mixed-level and mixed-age students. There were 20 participants composed of 13 fifth graders and seven sixth graders with equal members of each gender. The study followed a qualitative action research methodology with the use of interviews, documents and observations. The students had two 60-minute English lessons and one 60-minute multimedia picture book session per week for four weeks with the researcher. This study provided a prototype of lesson plan designs for a group of mixed-level and mixed-age students. Results show that merging games into the teaching content and using 'Game-based Teaching' is significantly suitable for the mixed group. Based on the results, recommendations were provided for both EFL teachers and EFL schools. During lesson plan design, teachers could merge various games into their lessons especially when intended for students of mixed levels. For the schools, it is best to choose teaching materials that combine text with plenty of activities and classroom games.

This action research encompasses both descriptive and prescriptive treatment of the process and outcomes of an international and interdisciplinary volunteer service learning project. The project was held in a Junior High School in Suniteyou, Xilingol League in Inner Mongolia. The descriptive, qualitative aspect captures the reflections and thoughts of volunteer-service students. Sample participants include two teachers and fourteen students (five from the department of English, and nine from Information Management) from Aletheia University. It is found that service learning provides benefits to both service providers and service receivers. The target student population benefited from improved motivation and enhanced educational resources. Simultaneously, volunteer students (service providers) received numerous benefits, such as (1) mutually beneficial interaction with students from other departments, in conjunction with help from the teachers; (2) positive spillover effects from the service receiver students' learning enthusiasm; (3) expanded knowledge base through an active and effective task-based project (4) in conjunction with guided reflection, the project promoted positive attitudes, critical thinking and self-growth (5) experience that fosters professionalism; (6) happiness through accomplishing goals and helping others. The researchers also observed a number of problems during the service and the interdisciplinary cooperation. Even though the results showed that service provider students' learning effectiveness developed after participating the interdisciplinary cooperation; the study also discusses the interdisciplinary cooperation on students' impact and how interdisciplinary cooperation helped the volunteer students. Finally, this study provides many prescriptive observations for improvement. It is hoped that this study will promote the practice of offering service-learning opportunities in higher education to influence and encourage students to become active participants in society.

The present study is intended to investigate the students' preference for using subtitled animated cartoons and listening to CDs from the textbook to increase students' English learning on elementary cram school students. The purpose of this study is to compare and analyze students' preference on subtitled animated cartoons and listening to CDs in their listening and reading abilities. This study involved 60 participants from a cram school in Kaohsiung County, and divided into two groups, 34 for the experimental group and 26 for the control group. The researchers used authentic DVDs of animated cartoons as part of teaching materials for the experimental group of students. The results showed that using the subtitled animated cartoons for the scores of reading PART 1 (matching a description with a picture) was higher than using the text-based materials-CDs; gender plays no significant factor in determining pre-listening, prereading, post-listening, post-reading scores between two groups.

No abstract

No abstract