Exploring Student Perceptions of Service-Learning Implementation in a TESOL Methods Course

[[abstract]]此研究之動機在於呼應教育部近年來積極推動之服務學習相關政策。服務學習在美國教育界的發展與沿革已有數十年光景，教學成效卓越。借鏡美國經驗，我國教育部於2007年五月函頒「大專校院服務學習方案」，鼓勵高等教育機構推廣服務學習的教育理念。但服務學習於我國為較新穎的教學概念，仍需多方研究實證及多元教學應用。有鑑於此，此研究目的為探討服務學習應用於英語師資培育課程之影響。 此研究著重於了解學習者個人之學習經驗與觀感，故使用質化研究法來探討學習者在參與服務學習時，所確實經驗的學習歷程與發展。此研究之研究對象為18名選修電腦輔助語言教學課程的大四學生。該課程教導修課學生於楠梓國民小學進行英語教學之服務，藉以實踐其課堂所學。研究者針對這些學生進行訪談與課堂觀察，並使用持續比較法，分析學生們服務學習相關的反思作業。 本研究結果顯示，透過服務學習的經驗，學生們在學術上的問題處理能力與對課程的投入程度皆有進步。此外，參與服務學習也讓學生們對於英語教學專業中的合作精神與專業認知，獲得更深入的了解。 此研究結果呈現出參與學生對於服務學習應用於英語師資培育課程的正向反應。本研究的結果期望能為有興趣的學者及教育實踐者對服務學習提供更完整的資訊，及相關的教學研究和規劃建議。[[abstract]]This study was driven by an action plan on promoting service-learning in higher education institutions proposed by the Ministration of Education in 2007 As a relatively new educational practice in Taiwan service-learning requires more empirical studies conducted by local researchers Consequently this study aimed to explore student perceptions of service-learning implementation in a methods course on students’ academic and professional development Given that the purpose of the study emphasized the value of individual voices and experiences as encountered in real-life situations qualitative methods were adopted to understand the participants’ lived experiences and perceptions in the research context The observed course Computer Assisted Language Learning was a three-credit elective class for seniors A special feature of the course was that the enrolled students were given an opportunity to put theory into practice in authentic contexts through an implementation of a service-learning project in which they taught English to children in Nanzih Primary School Eighteen out of twenty-two enrolled students agreed to participate in the study There was a total of seven second-grade classes (approximately thirty students in each class) involved in this study Three data collection methods of this research included interviews classroom observations and documentation of course-related materials The collected data was analyzed using the constant comparative analysis method Findings of this research derived from the qualitative data analysis were presented according to the two research questions With respect to students’ academic learning and development results indicated that participating in service-learning enhanced the students’ problem-solving ability and increased their commitment to the course As for students’ professional development as an English teacher participating in service-learning was found to encourage the students’ positive attitudes toward teacher collaboration and enabled them to understand the characteristics of good language teachers This study revealed how Taiwanese students reacted to and learned from the implementation of service-learning in an English teacher preparation course It is anticipated that findings of this research could provide local authorities and practitioners with pedagogical strategies for designing and integrating service-learning into the higher education curriculum in Taiwa