Confidence Effects in an EMI Classroom about Using Transcription Tools for Chinese-speaking Students

Abstract

With the rise of globalization, English has become an indispensable communication tool interna-tionally. To effectively respond to this trend, English Medium Instruction (EMI) is broadly adopted in Taiwan. This study uses an English meeting transcription tool to visualize speech as text, allowing oral learners to discover areas for improvement in their speaking through the text. By integrating scientific methods into English-speaking classes through visual aids, we enhance individualized speaking learning guidance, enabling students to reflect on their pronunciation and ultimately mitigate anxiety related to English speaking. While using the English meeting tran-scription tool in class, the study also incorporates the concept of cooperative learning jigsaw method, breaking down the teaching content into small chapters for each student to read aloud in English to the rest of the class every other week. In the eighteenth week of the course, qualitative research was conducted with eight students to deeply explore the changes in students' confidence in speaking English under the use of speaking aids and the arrangement of cooperative learning courses. The interview content was based on the Foreign Language Classroom Speaking Confi-dence (FLCSC) questionnaire, covering the following five areas: self-assessment of English-speaking ability, past English class experiences, classroom speaking anxiety, perception of the course teaching arrangement, and the effectiveness of the English-speaking aid. Student feedback indicated that the easy-to-use transcription tool and the engaging classroom design facilitated participation in discussions and information retrieval. The classroom design not only meets teach-ing objectives but also inspires students' thinking and desire for exploration in an inspiring way. Through appropriate challenges and interactions, students have shown enthusiasm and initiative in the learning process, with improvements in reflective abilities and confidence in English-speaking-. In the environment of technology-enhanced language learning, the results of this re-search show that students improve their confidence in speaking English. The research findings provide a valuable reference point for educators in English-speaking-related education. These findings can serve as a basis for subsequent teaching improvements and extensions, such as inte-grating meeting recording tools into English-speaking education.