張雅惠 Lilian 助理教授

教室管理、外語教材設計、第二外語習得研究、成人外語教學、文教與創意

英語教學、第二語言學習動機、學生自主學習能力、教室管理、教學教材設計

英國華威大學
英語教學暨應用語言學博士

■ 文藻外語大學外語教學系專任助理教授~迄今

■ 國立高雄第一科技大學應用英語系兼任講師

■ 國立中山大學外大系兼任講師

■ 文藻外語大學英文系兼任講師

■ Chang, L. Y- H. (2016). ‘Good’ language teachers’ divergent perspectives from Taiwan L2 class groups and their teachers. TESL-EJ, 20(3), 1-14.

■ Chang, L. Y-H, Geary, M.P. (2015). Promoting the autonomy of Taiwanese EFL learners in higher education by using self-assessment learning logs. Studies in English Language Teaching, 3(4), 339-354.

■ Chang, L. Y-H. (2014). Characteristics of motivated L2 class groups: From language teachers’ and students’ perspectives. English Language Teaching, 7(7), 159-167.

■ Chang, L. Y.-H. (2013). On a pathway to be autonomous: Non-English major college students’ preferred out-of-class learning activities. Journal of Sciences and Humanities, 2 (1), 77-89.

■ Chang, L. Y.-H. (2012). TESOL teachers' divergent reflective thinking on what makes a language teacher "good". Academic Research International, 3(2), 413-419.

■ Chang, L. Y.-H. (2010). Group processes and EFL learners' motivation: A study of group dynamics in EFL classrooms. TESOL Quarterly, 44, 129-154. (SSCI).

■ Chang, L. Y.-H. (2009). A preliminary exploration of college students’ motivation to learn English. Journal of Foreign Language Instruction, 3, 17-42.

■ Chang, L. Y.-H. (2008). Chinese learners’ autonomous learning: What do they believe and what do they actually do in English learning. Journal of Foreign Language Instruction, 2, 21-32.

■ Chang, L. Y.-H. (2007). The Influences of group processes on learners’ autonomous beliefs and behaviours. System, 35(3), 322-337. (MLA International Bibliography).

研討會論文

■ Chang, L. Y.-H. (2014). What is a motivated L2 class group? Viewpoints from College EFL learners in Taiwan. 2014 第九屆英語教學學術研討會論文集. 朝陽科技大學. May 30, 2014. (ISBN: 978-986-5631-2-4)

■ Chang, L. Y.-H. (2011). What is a ‘good’ L2 class group? Viewpoints from English Language Teachers. 2011英語教學學術研討會論文集. 修平科技大學. (ISBN: 978-986-86246-4-1)

■ Chang, L. Y-H. (2008). English major students and non-English major students: How are their affective traits different in English Classroom? Proceedings of 2008. Conference on Foreign Language Instruction. May 26, 2008. (ISBN: 978-957-30863-9-0)

研討會論文發表

■ Chang, L. Y-H. (2015). Good language teachers: Divergent perspectives from Taiwan L2 class groups and their teachers第二十四屆中華民國英語文教學國際研討會. Taiwan, ROC.

■ Chang, L. Y-H & Geary, M.P. (2015). Promoting the autonomy of Taiwanese EFL learners in higher education by using self-assessment learning logs. 第三十二屆中華民國英語文教學研究國際研討會.Taiwan, ROC.

■ Chang, L. Y-H. (2013). On a pathway to be autonomous: Non-English major college students’ preferred out-of-class learning activities. 2013 德明財經科技大學應用外語學術研討會, Taiwan, ROC.

■ Chang, L. Y-H. (2012). A diversity of perspectives on “good” language teachers: Can college teachers and their learner groups attain harmony? 第二十九屆中華民國英語文教學研究國際研討會.Taiwan, ROC.

■ Chang, L. Y-H. (2010). College students’ out-of-class learning activities in Taiwan: Integrating out-of-class English learning activities into L2 classrooms. 2010 Asian EFL Journal International Conference. Taiwan, ROC.

■ Chang, L. Y-H. (2010). Characteristics of good language teachers: TESOL teachers' divergent reflective thinking. Inaugural Asian Conference on the Social Sciences, Osaka, Japan.