The purpose of this study is to understand students’ views of and experiences with playing games in an ESP class (Tourist Interpretation English). This study will examine the perceived benefits of the playing games for students’ English learning and interpretation skills. Then, we will look at the challenges students encounter and how they can be helped to overcome them. In other words, this study is an attempt to help teachers and students become better aware of both the benefits and problems involved using games and to provide some insights into how to improve the effectiveness of English teaching and learning. The research questions are as follows: 1. What are students’ views and experiences of using games in an ESP class? 2. What are the perceived benefits of playing games for students’ English learning? 3. Which types of games do students prefer? 4.What challenges do students encounter, and how can they be helped to
overcome them? The research was conducted in a qualitative and quantitative manner. The results of the study show that students say that they like to play games, enjoy and actively participate in the game and can focus on thinking. Students think that board games can increase learning motivation and interest, help them overcome anxiety, increase interaction, build confidence, and increase interaction with other students. In terms of English proficiency, students believe that the use of games can help to increase the overall English ability, listening, speaking, reading, word comprehension, vocabulary retention, and sentence patterns, etc. Playing games also allow them to use English unconsciously. In terms of professional interpretation knowledge, most students also believe that games can also increase their understanding of Taiwan.

Keywords: English as a Foreign Language (EFL), English for Specific Purposes
(ESP), Game-based Learning, Tourist Interpretation

The purpose of this study is to examine the efforts of university EFL students when attempting to interpret cultural heritage. This study is an attempt to help teachers and students become better aware of the process and challenge of a more reality-based class activity such as giving a heritage interpretation, with the ultimate goal of improving the effectiveness of English teaching and learning. This study employs both quantitative and qualitative research methods and is divided into three stages: 1. In-class preparation 2. Professional demonstration 3. On-site tour interpretation. The results of the study indicate that students have a positive view of the interpretation activity and feel it helped to increase their cultural, historical,
and architectural knowledge of the heritage sites, enlarged their English vocabulary, improved their English interpretation skills, and familiarized them with tour guide interpretation and related work content. Major
problems students experienced include: finding the appropriate materials, identifying the interpretation theme, overcoming a lack of historical and cultural knowledge, understanding and transforming formal English text into oral style, translating culture-specific terms from Chinese into English, organizing topics, interpreting data, and pronouncing unfamiliar words. Students hoped for assistance finding interpretation materials and themes, improving their English fluency, and polishing their interpretation skills.
Keywords: heritage interpretation, EFL, tourism, ESP

The aim of this study is to shed light on teacher training in a Business English course, co-taught by an industry expert and an ESP teacher for one semester. Students were found to appreciate the field expert for increasing their exposure to the business industry culture and for sharing real-world professional knowledge. Learning about the field expert’s working experiences helps students to develop awareness of industry values and reduces their anxiety regarding their future career development. The ESP teacher also appreciated the opportunities to acquire business knowledge and understanding of business practice from the co-teacher and reflected upon the roles and needs of ESP teachers.
Keywords: ESP, ESP teachers, CLIL, Business English, co-teaching

The purpose of this research is to explore college English as foreign language (EFL) students’ views on using texts, images, sound, and music to create multimodal projects in writing. The important factors, as well as the strategies students use in completing their multimodal writing projects are also investigated. The subjects consisted of 45 university EFL students from two writing classes in a university in southern Taiwan. They were requested to write stories and essays using a multimodal software program called Photostory. Students’ views on their experiences using the media were collected through interviews and reflection sheets. In general, the students considered multimodal composition to be interesting and engaging, and reported that it gave them a sense of achievement. Elements students need to consider in completing the project include: sentence production, story structure, text/picture design (position and semantic relation), and display speed. The better works of students include the following features: more complete sentences; well-organized story structures; clear text/picture color contrast; coherence in text font, color, size, position; sentence number; appropriate display speed; and good picture quality throughout the films. Students used a variety of text, picture, and music strategies to convey meanings and create the appropriate effects for their stories. Factors that may affect their composition experiences are computer access, technical problems, topics, and multimodal effects. Future study could focus on the contribution of multimodal composition on students of different levels.
Key Words: computer-assisted language learning (CALL), English as foreign language (EFL), multimodal writing

你知道烏魚子英語怎麼說，車輪餅又怎麼講嗎？
想要用英語介紹台灣美食，卻詞窮冏到不行嗎？
本書讓您不只能娓娓道來
還讓外國友人接地氣，深入體驗台灣美食文化

吃飯皇帝大，台灣視「吃」為人生大事，這座小小的島嶼上，蘊含豐富飲食文化，吸引無數外國遊客造訪。但台灣飲食獨特，和國外大不同，愛吃又愛台灣的你我，又該如何讓外國友人擁抱台灣美食，了解美食背後蘊藏著數十年，甚至數百年的故事。對於美食愛好者、英語學習者，或想將這些有趣的美食故事與國際朋友分享的人來說，本書是您最佳雙語指南。

　＊雙語美食故事──中英介紹美食的食材、烹調及歷史故事，讓您搖身一變成為地球村的美食通。
　＊精美美食插圖──賞心悅目的插圖令人忍不住食指大動，方便於介紹時展示給外國朋友。
　＊美食詞彙大補帖──收錄各種烹飪常用句型及詞彙，聊起美食可以用英文侃侃而談。

　　在台灣街頭尋找美食時，請帶上這本書。祝您胃口大開！

Are you looking for a book about the stories of foods and drinks? Do you want to know who invented them and why they are so delicious? Feel short of words to explain the ingredients and cooking method for Stinky Tofu? This is a useful book for foodies and English learners who wants to learn and share these interesting stories with international friends.

　　The Real Stories Behind Taiwanese Food and Drink include:

　　* 40 stories behind Taiwanese food and drink
　　* an introduction to cooking food
　　* beautiful illustrations

Take this book with you when looking for tasty food on Taiwan’s streets. Enjoy your meal!

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2019 師大英語教學期刊 審查委員

2022 師大英語教學期刊 審查委員

2022 修平科技大學學報 審查委員