Jeng-yih Tim Hsu
National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan
About
Tim holds a doctorate in Composition and TESOL from Indiana University of Pennsylvania, USA. He earned his Master in English Language/Linguistics from University of Arizona, USA. He is fluent in both English and Mandarin Chinese and also speaks basic Japanese. He teaches courses on business writing, business presentation, and his current research interests center around adapting Problem-/Project-based Learning (PBL) into EFL classrooms.Sessions
Presentation To ChatGPT or Not to ChatGPT: Embracing Generative AI as a Transformative Component of EFL Business Writing Instruction more
This study explores the integration of ChatGPT into a Business English writing class with 29 Taiwanese college students. The course covered 10 business correspondence genres, including resumes, cover letters, sales letters, inquiry and reply letters, complaint letters, and business reports. Students produced two drafts for each genre: one independently and one using ChatGPT. Two Business English experts—a teacher and an industry professional—evaluated the drafts. Students also reflected on their experiences through written feedback and post-course interviews, with qualitative data analyzed using thematic analysis. Results show that while ChatGPT effectively supported formulaic writing, such as sales and inquiry letters, it struggled with personalized genres like resumes and bios. However, the tool excelled in providing scaffolding, enhancing vocabulary, and improving grammatical accuracy and tone, often outperforming human-written drafts. These findings underscore the potential of generative AI in enhancing language accuracy and professional tone. This study argues for the adoption of AI tools in EFL classrooms to better prepare students for the evolving demands of global business communication.
Presentation A Study on Integrating Project-Based Learning into a COIL Workshop for Taiwanese and Thai Students more
This study examines the integration of Project-Based Learning (PjBL) into a Collaborative Online International Learning (COIL) course involving Taiwanese and Thai college students. A 5-week PjBL module was incorporated into an intermediate-level English Listening and Speaking course for 20 Taiwanese freshmen and 10 Thai Business English graduate students. Following the 4-phase model of SUNY COIL Center—icebreaking, online sessions, team collaboration, and reflection—mixed teams worked on real-world tasks and produced multimedia projects evaluated by instructors and PjBL experts. Data from pre- and post-surveys, interviews, and course feedback examined perceptions of teamwork, intercultural sensitivity, and language skills. Findings showed that Thai graduate students took leadership roles and actively supported their Taiwanese teammates in group tasks. Both groups reported improved collaboration, intercultural competence, and spoken English confidence. This study highlights the potential of global partnerships to enhance EFL learning through PjBL and COIL, fostering language proficiency and cross-cultural teamwork.
Presentation Japanese university students’ impressions of two COIL exchanges with Canadian and Taiwanese university students more
Within collaborative-online-international-learning (COIL) projects, program goals for developing foreign language proficiency and intercultural competence and the students’ experiences are shaped by the unique characteristics of the partner institutions’ teachers and students and logistical constraints. This presentation focuses on 20 second-year Japanese university students’ experiences in two exchanges. While the topics and tasks were similar, three distinguishing features between the programs were duration (four vs eight sessions), languages utilized (English & Japanese vs English only), and language proficiency (interacting with native speakers of English studying Japanese vs. native speakers of Mandarin Chinese studying English). Program goals, defined using CEFR Can-Do descriptors, are discussed in relation to previous exchanges. Students’ use of online tools are introduced to illustrate program implementation. Student impressions are examined through qualitative data elicited with a survey informed by Deardorff’s Intercultural Learning Outcomes (2022), and to a lesser extent quantitative data concerning Communication Anxiety and L2 WTC (Yashima 2009). Analysis of the qualitative data shows that students were satisfied with the program and they mentioned the benefits of participation. However, their experience did not result in significantly less communication anxiety, and even their L2 WTC dropped. The presentation concludes with a discussion of the contradictory findings in the data.
