Eric Zhi Feng Liu

This study examined graduate students' attitudes toward ChatGPT in thesis writing and its role in producing the first three chapters. Students positively noted its efficiency and structural support while acknowledging limitations like inaccuracies. Expert evaluations showed a positive correlation between writing quality and originality. The findings highlight the need for responsible use, critical engagement, and training to maximize ChatGPT academic potential.

This study examined the effectiveness of teaching phoneme categorization and segmentation to EFL underachievers using songs and rhymes as instructional materials. Two distinct groups of 11th-grade EFL underachievers from Taiwan participated in this quasi-experimental study. The instructional materials consisted of lyrics sourced from online resources of the British Council. The quantitative tool employed in this study was a questionnaire based on National Reading Panel’s Assessment of Phonemic Awareness tool, and qualitative data were analyzed. In terms of results, there was a small positive effect when using song-lyrics instruction to help EFL underachievers understand phoneme categorization, song-lyrics instruction did not significantly improve EFL underachievers’ understanding of phoneme segmentation, and EFL underachievers provided positive feedback on song-lyrics instruction during interviews. This study is likely to encourage educators and researchers to explore the potential advantages of using song-lyrics instruction to enhance learners’ English listening skills.

This study aimed to develop and validate a Board Games Attitude Scale for primary school teachers (hereinafter, BGAS-PT) to assess their perspectives on using board games in educational settings. Board games had already been integrated into Taiwan's senior high school disaster prevention curriculum. However, their adoption in primary classrooms remained limited, largely due to varying teacher perceptions concerning curriculum alignment and pedagogical value. The methodology involved validating items from previous scales to fit the context of primary education. Findings indicated that teachers generally recognized significant cognitive benefits from using board games, particularly in enhancing teaching strategies and classroom dynamics. Teachers who actively incorporated board games in their teaching reported higher levels of positive engagement and perceived cognitive benefits. Moreover, early-career teachers showed a greater openness to integrating games, suggesting that newer educators were more inclined to adopt innovative tools.

In this research, action-narrative inquiry was utilized to examine the integration of information technology within a primary educational setting. The study focused on the utilization of the Planets of Tomorrow educational platform by a teacher in her instructional practices. It examined the strategies employed to introduce students to the platform and the techniques used to enhance their reading and writing proficiencies. The study was conducted at an elementary school in northern Taiwan, with one teacher and 28 first-grade students. The educational environment was elucidated through four dialogue dimensions: internal dialogues, dialogues with the platform development team, dialogues with parents of students, and dialogues with the research team. Examination of the data revealed a three-phase process of technology integration and provided recommendations for future research efforts on integrating technology into Chinese language learning.

This study examines the potential of generative artificial intelligence (AI) to enhance Chinese poetry instruction by investigating its impact on students' learning interest, collaborative perception, and writing abilities. Through AI's text-to-image and image-to-poetry translation capabilities, the research explores how AI-generated visuals can deepen students' understanding of poetic imagery and foster creative expression in poetry writing. Using a mixed-methods approach, the study analyzes pre-test, mid-test, and post-test assessments, student surveys, and student-generated poetry to evaluate the effectiveness of this innovative pedagogical approach. The findings contribute to the growing field of educational technology in humanities education, offering insights into how AI can support multimodal learning, enhance students' linguistic creativity, and enrich their poetic sensibilities. By integrating AI technology with traditional literary instruction, this study provides a foundation for further research on the role of generative AI in language and arts education.

This study used action narrative inquiry to examine how a mathematics tutor (2014–2024) in a shadow education setting built professional learning communities (PLCs) and promoted technological, pedagogical, and content knowledge (TPACK) through technology. Data from meeting records, online notes, videos, and diaries reveal a four-phase process: formation (awareness of PLCs), construction (building TPACK via dialogue), implementation (applying TPACK with remote teaching and blended methods), and reflection (adjusting instruction based on feedback). The findings stress the importance of a TPACK community, in-person meetings for trust, and addressing student needs in tech integration.

Before speaking a foreign language, people will always spend more time and think more than they do about their native language. Such “more” has been defined as foreign language learning anxiety since the work of Horwitz et al. in 1986. Gamification teaching is one of the potential teaching methods that have been found by many educators to benefit learners, in terms of both learning motivation and self-confidence. In this study, the group activities were integrated into the fifth-grade English curriculum of Taiwan's elementary school to explore the correlation between students' English-speaking anxiety and English-speaking performance; through an empirically experimental test, it was found that the experimental group's English speaking effectiveness and English anxiety showed a significant negative correlation, but there was no significant correlation in the control group. The interview records showed that students enjoyed the learning method of integrating English into group activities because not only was it easy and enjoyable, but it also enabled them to learn while playing and interacting with peers.

Driving Taiwan's digital revolution, the DIGI Plus 2017-2025 policy, a cornerstone of the Smart Nation 2025 initiative (Executive Yuan, 2021), prioritized rural empowerment in education amidst COVID-19 challenges. In this study, the authors explored the impact of teacher-student relationships in remote teaching, emphasizing the critical role of high-quality connections transcending geographical boundaries. The authors identified factors influencing these relationships, such as interaction levels and student autonomy, and discussed the concept of transactional distance, a psychological gap due to spatial separation. Proposing face-to-face interaction activities, the authors conducted a survey involving 175 university students (e-tutors), revealing positive changes in teacher-student interaction post face-to-face activities. The authors' recommendations include continued activities, alignment with school calendars, and comprehensive e-tutor training for improved relationships.

With the implementation of the Bilingual 2030 policy by the National Development Council in 2018, understanding the anxiety levels of junior and senior high school students in Taiwan regarding the English language has become crucial, especially in the context of online learning. This study reviewed the Foreign Language Classroom Anxiety Scale, modifying its factor structure and reducing the number of items to 19. The revised scale encompasses four factors: anxiety, self-efficacy, social comparison, and unwillingness to attend English classes. Data collected from 625 junior and senior high school students, within the framework of online learning, indicate the proposed scale's effectiveness and reliability in investigating English language anxiety among students. Additionally, the study offers insights into the impact of gender, grades, and the four identified factors.