Co-journeying with ChatGPT in tertiary education: identity transformation of EMI teachers in Taiwan-Reference-Cited by-同舟云学术

Co-journeying with ChatGPT in tertiary education: identity transformation of EMI teachers in Taiwan

Published:2024-06-06 Issue: Volume: Page:1-15
ISSN:0790-8318
Container-title:Language, Culture and Curriculum
language:en
Short-container-title:Language, Culture and Curriculum

Author:

Tsou Wenli¹^ORCID,Lin Angel M. Y.²^ORCID,Chen Fay³^ORCID

Affiliation:

1. Department of Foreign Languages and Literature, National Cheng Kung University, Tainan, Taiwan

2. Department of English Language Education, The Education University of Hong Kong, Hong Kong, Hong Kong SAR

3. Foreign Language Center, National Cheng Kung University, Tainan, Taiwan

Funder

Ministry of Education

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/07908318.2024.2362326

Reference24 articles.

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2. Towards a pedagogy of empowerment: The case of ‘impostor syndrome’ among pre-service non-native speaker teachers in TESOL;Bernat E.;English Language Teacher Education and Development,2008

3. English in China's universities: Past and present

4. In Search of a New Paradigm for Teaching English as an International Language

5. Custodio-Espinar, M., & López-Hernández, A. (2021). CLILing EMI for effective mediation in the L2 in pre-service teacher education: A case study at a Spanish university. In L. Escobar, & A. I. Moreno (Eds.), Mediating specialized knowledge and L2 abilities: New research in Spanish/English bilingual models and beyond (pp. 81–107). Springer.