Name: Chang, Peichin
Position: Assistant Professor, National Taiwan Normal University
Degrees: Ph.D., University of Michigan, Ann Arbor
Ed.M., Harvard University
Contact: peichinchang@hotmail.com
Interest of research: Learning theories, cognition and learning, cognition and foreign language education, instructional technology, multimedia and foreign language education, corpus linguistics and language education, English for academic purpose
Website: http://www.eng.ntnu.edu.tw/members/bio.php?PID=198
 
 
English Journal Papers
1. Vilma, M. M., & Chang, P. (2010) The Language of Engagement in Two Highly Interactive Undergraduate Mathematics Classrooms. Linguistics and education, 21(2), 83-100.
2. Chang, P., & Schleppegrell, M. (2011) Taking an effective authorial stance in academic writing: Making the linguistic resources explicit for L2 writers in the social sciences. Journal of English for academic purposes,10(3), 140-151.
3. Chang, P. (2012). Using a stance corpus to learn about effective authorial stance-taking: A textlinguistic approach. ReCall, 24(2), 209–236.
4. Yang, J. C. ,& Chang, P. (2013). Captions and reduced forms instruction: The impact on EFL students’ listening comprehension, ReCALL, 26(1), 44-61.
5. Chang, P, & Tsai, C.-C. (2014). EFL doctoral students' conceptions of authorial stance in academic knowledge claims and the tie to epistemic beliefs. Teaching in higher education. DOI: 10.1080/13562517.2014.880682
6. Chang, P. (2015). EFL doctoral students’ conceptions of authorial stance in academic research writing: An exploratory study. RELC.
7. Chang, P. & Schleppegrell, M. (2016). Explicit learning of authorial stance-taking by L2 doctoral students. Journal of writing research.
8. Chang, P. (2016). Recurrent writing issues in developing EFL novice writers’ academic discourse competence. Studies in English language and literature, 38, 117-142.
 
English Conference Papers
1. Chang, P. (2002). Using authentic hypertext on World Wide Web to facilitate a context-based, interdisciplinary English education. Paper presented at Conference on the practice and application of English teaching in technological and vocational colleges. MiaoLi, Taiwan.
2. Mesa, V., & Chang, P. (2008). There is More to Classroom Interaction than Meets the Eye: Instructors’ Language In Two Undergraduate Mathematics Classrooms. Presented at PME32 and PME-NAXXX, Morelia, Mexico. July, 2008.
3. Mesa, V., & Chang, P. (2008). Analysis of stance in two interactive Mathematics lessons. Presented at Conference on Research in Undergraduate Mathematics Education, San Diego.
4. Mesa, V., & Chang, P. (2009). The Language of Engagement in Two Highly Interactive Undergraduate Mathematics Classrooms. Presented at the American Educational Research Association, San Diego.
5. Chang, P., & Schleppegrell, M. (2011). Taking an effective authorial stance in academic writing: Inductive learning for L2 writers using a stance corpus. Writing Research Across Borders II.
6. Chang, P.,& Tsai, C.-C. (2012). EFL doctoral students’ conceptions about authorial stance in academic research writing. AAAL Conference. Boston, MA. (Accepted)
7. Chang, P., & Tsai, C.-C. (2012). Teachers’ perceptions about web-based learning for low-achievement students. CALL Conference. Taichung, Taiwan.
8. Yang, J.-C., & Chang, P. (2012). Using Automatized Captions to Improve EFL Students' Listening Comprehension. CALL Conference, Taichung, Taiwan.
9. Chang, P. & Tsai, C.-C. (2014). EFL doctoral students’ conception of authorial stance in academic knowledge claims and the tie to epistemic beliefs. Writing Research Across Borders III, France.
 
Project-PI
1. 2011/11/01~2012/10/31非英文母語之博士班學生對於學術研究寫作中之作者立場表述之概念認識 (100-2410-H-003-165-)
2. 2012/08/01~2013/07/31 學術論文學習中難以轉移的學習議題為何?以實踐為基礎的教學方式 (101-2410-H-003-099-)
3. 2013/08/01~2015/07/31 針對英語為外語研究生設計附註釋的寫作工具以輔助學術論文論述之發展 (102-2410-H-003 -019 -MY2)
4. 2015.08.01~2016.07.31提升英文為外語研究生之研究論文寫作連貫性與其對學門知識建構的成效 (104-2410-H-003-057-)
5. 2016.08.01~2017.07.31 多模態應用於台灣國中英語教學研究 (MOST 105-2410-H-003-099 -)