洪紹挺 教授

 
洪紹挺 教授
  • 人文社會學院院長兼語言中心主任
  • 美國印第安那大學語言教育博士
  • E-mail：alanhung@mail.ntust.edu.tw
  • 聯絡方式：
  • 研究室：
    第四教學大樓 T4-812
  • 研究領域：
    科技輔助語言教學、語言評量與測驗、英語教學研究、口語訓練與研究、共同英語課程發展與評量
 
學經歷
 

個人網頁：http://alanhung.com.tw/

ORCID ID：https://orcid.org/0000-0002-9718-6838

經歷

✪ 國立台灣科技大學應用外語系副教授、教授

✪ 國立台灣大學外國語文學系兼任教授

✪ 國立台灣科技大學語言中心行政業務組組長

✪ 國立高雄第一科技大學應用英語系暨口筆譯研究所助理教授、副教授 

✪ 國立高雄第一科技大學應用英語系暨口筆譯研究所副主任、語言教學中心外語教學組、華語教學組組長、通識教育中心外語教學組組長、推廣教育中心主任

✪ 美國印第安那大學布魯名頓校區兼任助理教授 
   (教授印第安那州中小學外語教師培育遠距課程，課程名稱Writing Instruction for TESL Teachers第二語言寫作教學概論)

 

 

榮譽

✪ 國立台灣科技大學 108 學年度研究優良獎 

✪ 獲 107 年科技部人文社會科學研究中心「學術期刊數位傳播」補助

✪ 國立台灣科技大學 107 學年度最佳專題指導老師獎

✪ 國立台灣科技大學 105 學年度最佳專題指導老師獎 

✪ 國立台灣科技大學 105 學年度教學傑出獎

✪ 國立台灣科技大學 104 學年度年輕學者研究獎助

✪ 行政院科技部 102 年優秀年輕學者研究計畫

✪ 行政院國家科學委員會 100 年度補助大專校院獎勵特殊優秀人才

✪ 國立高雄第一科技大學 100 年度學術研究優良獎

✪ 國立高雄第一科技大學 99 年度教學成效優異獎

 

 

研究計畫
         
✪ 教育部教學實踐計劃(Project sponsored by the MOE)
 


✪ 科技部專題計畫(Research project sponsored by the MOST)
 

 

 

期刊論文

 


專業服務

✪ Taiwan International ESP Journal 期刊主編 (http://tiespj.org)

✪ Language Education and Assessment 期刊副主編 (https://www.castledown.com/journals/lea/) 

✪ 科技部人文司語言學門複審委員  

✪ 台灣英語文教學研究學會理事、台灣專業英語文學會常務理事

✪ 科技部語言學門教育學門專題計畫審查

✪ 教育部多元文化語境之英文學習革新計畫初審委員、複審委員

✪ 商業週刊「商務即用簡報英語力」講座講者、紡織業拓展協會「國際行銷商務英文實務應用」講座講者、美國在台協會「美語走天下」講者

✪ 國際期刊審查 (Computers & Education, Computer Assisted Language Learning, The Asia-Pacific Education Researcher, Critical inquiry in Language Studies, Writing & Pedagogy, System, Journal of Asia TEFL, Journal of English for Academic Purposes...etc)

    1. 結合聯合國永續發展目標(SDGs)之英語教學翻轉影片設計 (2022~2023) Infusing United Nation’s Sustainable Development Goals (SDGs) into the design of flipped videos
       
    2. 培育學生設計以虛擬實境為主的翻轉課程(2021~2022) (Developing students’ ability in designing Virtual Reality-integrated flipped lessons)
       
    3. 探討職前英語教師製作翻轉課程與教學影片中的創意自我效能 (2020~2021) (Exploring pre-service English teachers' creative self-efficacy in designing flipped lessons and videos)
       
    4. 翻轉教學之實踐：職前英語教師之合作學習對翻轉教案品質與試教表現之影響(2019~2020) (Flipping the English classrooms in action: Pre-service English teachers’ collaboration and its relationships with flipped lesson plans and micro-teaching)
       
    5. 翻轉教學方法與英語教師培育之融合: 探討科技學科教學知識(TPACK)與參與程度之關係 (2018~2019)
      (Flipped classroom approach in English teacher education: Investigating the relationships between pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) and engagement)
    1. 虛擬實境科技輔助語言學習: 探究學習者之語言表現、情緒、認知負荷、焦慮與探究式任務的影響 (Virtual Reality assisted language learning: An investigation into language performance, emotion, cognitive load, anxiety, and inquiry-based task type) 111.08.01 ~ 112.07.31
       
    2. 探討學生在科技導向任務中語言表現、參與程度、自我效能、動機與團體動能：以擴增實境為例之準實驗研究 (Exploring EFL students’ language performance, engagement, self-efficacy, motivation, and group dynamics in technology-mediated tasks: A quasi-experiment on Augmented Reality ) (三年期) 108.08.01 ~ 111.07/31
       
    3. 探究多模態英語數位敘事創作中學生之認知與後設認知技能、合作學習與英語口語能力(兩年期)
      (Creating multimodal English digital stories: An investigation into EFL learners' cognitive, metacognitive skills, collaboration, and speaking performance) 106.08.01 ~108.07.31
       
    4. 透過虛擬視訊系統提升英語口語溝通意願、自我效能與溝通策略(兩年期) 
      (Virtual communication through videoconferencing: A study on willingness to communicate, self-efficacy and communication strategies). 104.08.01 ~106.07.31
      .
    5. 影音同儕口語回饋: 探討策略、語言與言談特徵及影響品質之因素
      (On EFL video-mediated oral peer feedback: Investigating strategies, linguistic and discourse features, and factors contributing to quality). 103.08.01 ~104.07.31.
       
    6. 探究網路虛擬社群中之英語演說與影音口語回饋
      (Examining virtual presentations and video-mediated oral feedback in the blog-based language learning community).優秀年輕學者研究計畫. 102.08.01 ~ 103.07.31.
       
    7. 探究大學共同英語課程中標準化測驗所引起之回沖效應。
      (Standardized Proficiency Tests in the Campus-Wide English Curriculum: A Washback Study). 101.08.01 ~ 102.07.31.
       
    8. 建立輔助英語口語表達之部落格學習社群：同儕評量與自我評量之研究
      (Building a Blog-Based Community of Practice for EFL Speaking: A Study on Peer Assessment and Self Assessment). 100.08.01 ~ 101.07.31.
       
    9. 第二代網路工具(Web 2.0)與英語學習：以口語部落格(Speaking blog)為例之行動研究
      (Web 2.0 and EFL Learning: An Action Research on Speaking Blogs). 98.08.01 ~ 99.07.31.
       
    10. 網路學習歷程評量於研究所英語專業課程中之行動研究：回沖效應與教學應用
      (An action research of Web-based portfolio assessment in a graduate-level content course: Washback and implications). 97.08.01 ~ 98.07.31.
       
    11. 探索英語課堂中之非紙筆測驗之評量方式
      (Exploring the use of authentic assessment in the EFL classrooms). 95.12.01 ~ 96.07.31.
    1. Hung, S. T., Chen, W. J. & Chien, S. Y. (2023): Virtual reality is not always a cure-all: evidences from a quasi-experiment of EFL business speaking courses, Interactive Learning Environments . (SSCI)                                                                                                                                                                                                                                                                                                                         
    2. Wu, Y. -H., & Hung, S. -T. (2022). The Effects of Virtual Reality Infused Instruction on Elementary School Students’ English-Speaking Performance, Willingness to Communicate, and Learning Autonomy. Journal of Educational Computing Research, 60(6), 1558-1587.  [SSCI].                                                                                                                                                                                                                                 
    3. Huang, H.-T., Hung, S.-T., Chao, H.-Y., Chen, Y.-H., Lin, T.-P., & Shih, C.-L. (2022). Developing and validating a computerized adaptive testing system for measuring the English proficiency of Taiwanese EFL university students. Language Assessment Quarterly, 19(2), 162-188. (SSCI)
       
    4. Hsiao, I.-C., Hung, S.-T., & Huang, H.-T. (2021). The flipped classroom approach in an English for specific purposes (ESP) course: A quasi-experimental study on learners’ self-efficacy, study process, and learning performances. Journal of Research on Technology in Education. (SSCI)
       
    5. Hung, S.-T., & Huang, H.-T. (2021). Exploring EFL learners' willingness to communicate in multimodal videoconferences. International Journal of Computer-Assisted Language Learning and Teaching, 11(4), 1-20. (SCOPUS)
       
    6. Hung, S. T. & Huang, H. T. (2019). Standardized Proficiency Tests in a Campus-Wide English Curriculum A Washback Study. Language Testing in Asia, 9, 21. [Scopus].
       
    7. Hung, S. T. (2019). Creating Digital Stories: EFL Learners’ Engagement, Cognitive and Metacognitive skills. Educational Technology & Society. 22(2), 26-37. [SSCI]
       
    8. Huang, H., & Hung, S. (2018). Investigating the strategic behaviors in integrated speaking assessment, System, 78, 201-212. [SSCI].
       
    9. Hsiao, Y. C., Lin, Y., Hung, S. T. (2018). An Investigation of the Washback Effects of an Intensive Test-Preparation Program on EFL Learning. Electronic Journal of Foreign Language Teaching, 15(1), 81-99. [Scopus]
       
    10. Huang, H., Hung, S., & Plakans, L. (2018). Topical knowledge in L2 speaking assessment: Comparing independent and integrated speaking test tasks. Language Testing, 35(1), 27-49. [SSCI].
       
    11. Huang, H., & Hung, S. (2017). Test-takers’ feedback on integrated speaking assessment. TESOL Quarterly, 51, 166-179. [SSCI].
       
    12. Hung, S. T. A. (2016). Enhancing feedback provision through multimodal video technology. Computers and Education, 98, 90-101. [SSCI].
       
    13. Huang, H., Hung, S., & Hong, H. (2016). Test-taker characteristics and integrated speaking test performance: A path-analytic study. Language Assessment Quarterly, 13(4), 283-301. [SSCI].
       
    14. Hung, S.-T. A. & Huang, H.-T. D. (2015). Blogs as a learning and assessment instrument for English-speaking performance. Interactive Learning Environments, 24(8), 1881-1894. [SSCI].
       
    15. Hung, S.-T. A. & Huang, H.-T. D. (2015). Video Blogging and English Presentation Performance: A Pilot Study. Psychological Reports, 117(2), 614-630. [SSCI].
       
    16. Hung, S.-T. A. & Huang, H.-T. D. (2013). Portfolio Assessment. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp.1–7). Blackwell Publishing Ltd.
       
    17. Huang, H., & Hung, S. T. (2013). Comparing the effects of test anxiety on independent and integrated speaking test performance. TESOL Quarterly, 47(2), 244-269. [SSCI].
       
    18. Huang, H. T. & Hung, S. T. (2013). Exploring the utility of a video-based online EFL discussion forum. British Journal of Educational Technology, 44(3), E90-E94. [SSCI].
       
    19. Hung, S. T. (2012). A washback study on e-portfolio assessment in an EFL teacher preparation program. Computer Assisted Language Learning, 25(1), 21-36.
       
    20. Hung, S. T. (2011). Pedagogical applications of Vlogs: An investigation into ESP learners’ perceptions. British Journal of Educational Technology, 42(5), 736-746. [SSCI].
       
    21. Huang, H. T. & Hung, S. T. (2010). Examining the practice of a reading-to-speak test task: Anxiety and experience of EFL students. Asia Pacific Education Review, 11(2), 235-242. [SSCI].
       
    22. Huang, H. T. & Hung, S. T. (2010). Implementing electronic speaking portfolios: Perceptions of EFL students. British Journal of Educational Technology, 41(5), 84-88. [SSCI].
       
    23. Hung, S. T. & Huang, H. T. (2010). E-portfolio-based language learning and assessment. International Journal of Learning, 17(7), 313-336.
       
    24. Huang, H. T. & Hung, S. T. (2010). Effects of electronic portfolios on EFL oral performance. Asian EFL Journal, 12(2), 192-212.
       
    25. Hung, S. T. (2009). Authentic assessment in the classrooms: EFL teachers’ perceptions, practices, and concerns. Journal of Humanities, 8, 307-329.
       
    26. Hung, S. T. (2009). Promoting self-assessment strategies: An electronic portfolio approach. Asian EFL Journal, 11(2), 129-146.