EFFECTS OF MICE ENGLISH INSTRUCTION ON ENGLISH PERFORMANCE AND VISIONS FOR GRADUATE STUDENTS IN SOUTHERN TAIWAN

• Main Authors: Tusi-lan Yu, 于翠蘭
• Other Authors: Ye-Ling Chang
• Format: Others
• Language: en_US
• Published: 100
• Online Access: http://ndltd.ncl.edu.tw/handle/10910526583541042541

碩士 === 國立高雄師範大學 === 英語學系 === 99 === The purpose of this study is to explore the effects of MICE (Meetings, Incentive tour, Conventions, and Exhibitions/ Events industry) English instruction on English performance and the visions for graduate students in southern Taiwan. In addition, their responses to the visions and cooperative learning, along with English performance of English presentations and English meetings on the World Games industry were explored. Moreover, their comments and suggestions were synthesized and discussed. In this study, 21 second-year students in a master program of Applied English in English Department at National Kaohsiung Normal University were recruited. All the students took part in the MICE English instruction (MICEEI) for 14 weeks. Before the MICEEI, the students filled a pre-study questionnaire. The first phase focused on making English presentations. First, the professor lectured on the importance of English presentation and skills of English presentation. Then each student was entitled the manager of certain sports facilities to promote the MICE event as well as his/her facilities. After each presentation, the professor gave instant feedback. Then the professor introduced the importance of English meetings and skills in English meetings, and then assigned each student a topic was related to meeting, incentive tour, convention, or exhibition to host a formal meeting whose. After each meeting, the professor gave instant feedback to each student. Later on, the students answered post-study questionnaires. In quantitative data analyses, a paired sample t-test and descriptive statistics was administered to compare the student responses to the pre-study and the post-study questionnaires. The student responses to two open-ended questions in the post-study questionnaire were sampled and discussed in a qualitative way, and students’ excerpts were extracted and discussed qualitatively. Based on the data analyses, the major findings are summarized as follows: 1. There are three significant differences in the student responses to the visions after the MICEEI for the students. In addition, the increased mean scores in the post-study questionnaire for the students showed that the MICEEI helped expand the students’ visions of World Games industry, such as knowing the benefits and being proud to help promote World Games industry. 2. There are five significant differences in the student responses to cooperative learning in the MICEEI. In addition, the increased mean scores in the post-study questionnaire showed that MICEEI helped promote cooperation learning for the students. For instance, the students became more willing to help, invite their peers, and help their peers to be involved the World Games industry program than before, and they appreciated the efforts of their peers. 3. There are eight significant differences between the pre-study and the post-study of the English presentation after MICEEI. The increased mean scores in the post-study for the students showed that the students became more positive to make their presentations more efficient and successful than before by paying attention to audience, organizing logical slides, using fluent English and showing appropriate body language. 4. There are eight significant differences in the student responses to the English meetings after the MICEEI. The increased mean scores in the post-study questionnaire displayed that the students benefited from hosting English meetings after MICEEI. For instance, the students could well organize the content of agenda, clear procedure, verbal expression, proper non-verbal expression, and informative handout to properly express opinions, obtain attendees’ positive feedback and thus held the meetings with success. 5. From the student responses, the students benefited from the English presentations and English meetings after the MICEEI. The instruction enhanced their confidence in making better English presentations and English meetings in the future. They learnt the economic benefits brought by the MICE industry and thus triggered them to care about the development of MICE industry. Because of the inspiration of the MICEEI, the students suggested English teacher should participate in and then give them further advices or observe the MICE activities in the real world. Based on the study findings, the author made three pedagogical implications in terms of English performance, MICE knowledge, and the visions. First, students can learn English for specific purposes. Making English oral language as the core of the course and keeping the learning be in line with the global MICE development can help foster students’ English oral performance in terms of making an English presentation or hosting an English meeting. Second, the content-area teaching can be promoted, especially, in the teaching of English for specific purposes (ESP). MICEEI help students learn how to use specific terminology in different settings. Last, after the operation of Taiwan High Speed Rail, the local governments in southern Taiwan enlarged the cooperation to construct a common MICEEI by sharing the resources and complement with the other local governments. In response to the globalization and future trends in the MICE industry, the local governments should cooperate with the central government as well as academic organizations academy to prepare students for industry needs.