Keith M. Graham 柯琦助理教授

訊息狀態：最新消息     發文日期：2024-04-10     字級大小： 小中大 其他功能： 轉寄 友善列印 FB分享

Keith M. Graham 柯琦 助理教授

簡介

最高學歷：美國德州農工大學博士Texas A&M University (College Station)

現職：國立臺灣師範大學師資培育學院助理教授

經歷：

  • 國立臺灣師範大學師資培育學院專案助理教授

  • 國立臺灣師範大學進修推廣學院兼任助理教授

  • 國立臺灣師範大學師資培育學院博士後研究

  • 美國德州農工大學(Texas A&M University)教學與文化系(Department of Teaching, Learning, and Culture)研究助理

  • 美國德州農工大學(Texas A&M University)教學發展中心(Center for Teaching Excellence)研究助理

  • 新北市私立裕德雙語高級中學教師專業發展組長

  • 新北市私立裕德雙語高級中學英文導師

  • 美國德州奧斯汀學區(Austin Independent School District)音樂老師

著作

  • 期刊論文（Journal Articles）

    • Graham, K. M. (2024). Assessing the impact of pre-lecture reading compliance on lecture comprehension in English-medium instruction courses. Journal of English for Academic Purposes. Advance online publication. https://doi.org/10.1016/j.jeap.2024.101367

    • Graham, K. M. (2024). Interrogating the general English proficiency requirements for prospective Taiwanese bilingual teachers. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2024.2306171

    • Graham, K. M. (2024). Examining the criterion validity of curriculum-based measurement of writing (CBM-W) with young EFL learners. Research Methods in Applied Linguistics, 3(2), Article 100108. https://doi.org/10.1016/j.rmal.2024.100108

    • Norman, L. N. M., Dardashti, A. D., Zohoor, S., Graham, K. M., & Eslami, Z. R. (2024). Teachers’ Views Toward the English as a Lingua Franca Perspective: A Systematic Review. International Journal of Society, Culture & Language, 12(2), 1–13. https://doi.org/10.22034/ijscl.2024.2015600.3261

    • Graham, K. M., Rios, A., & Viruru, R. (2023). Constructing radical community: An ecological model for shifting from an EdD to a We-dD in online doctoral programs. Higher Education, 85, 301–323. https://doi.org/10.1007/s10734-022-00834-8

    • Graham, K. M., & Yeh, Y.-F. (2023). Teachers’ implementation of bilingual education in Taiwan: Challenges and arrangements. Asia Pacific Education Review, 24, 461–472. https://doi.org/10.1007/s12564-022-09791-4

    • Graham, K. M. (2022). Examining team teaching competencies in a Taiwanese bilingual academic subject classroom: A bilingual NEST’s autoethnography. RELC Journal. Advance online publication. https://doi.org/10.1177/00336882221114969

    • Graham, K. M., & Eslami, Z. R. (2022). Using the simple view of writing for explaining English L2 writing variation. Reading Psychology, 43(7), 523–540. https://doi.org/10.1080/02702711.2022.2126573

    • Kim, H., & Graham, K. M. (2022). CLIL teachers’ needs and professional development: A systematic review. Latin American Journal of Content & Language Integrated Learning, 15(1), Article e1515. https://doi.org/10.5294/laclil.2022.15.1.5 3

    • Graham, K. M. (2022). Examining the English-medium instruction teaching anxiety of preservice secondary education teachers in Taiwan. English Teaching and Learning, 46, 255–272. https://doi.org/10.1007/s42321-022-00115-8 2

    • Graham, K. M., Pan, W.-Y., & Eslami, Z. R. (2021). A critique of Taiwan’s bilingual education policy through a ROAD-MAPPING of teacher experiences. Current Issues in Language Planning, 22(5), 516–534. https://doi.org/10.1080/14664208.2021.1884434

    • Graham, K. M., & Eslami, Z. R. (2021). Writing measures and outcomes in CLIL and EMI: A systematic review. Writing and Pedagogy, 12(2-3), 341–368. https://doi.org/10.1558/wap.17755

    • Graham, K. M., Eslami, Z. R., & Hillman, S. (2021). From English as the medium to English as a medium: Perspectives of EMI students in Qatar. System, 99, Article 102508. https://doi.org/10.1016/j.system.2021.102508

    • Hillman, S., Graham, K. M., & Eslami, Z. R. (2021). EMI and the international branch campus: Examining language ideologies, policies and practices. Australian Review of Applied Linguistics, 44(2), 229–252. https://doi.org/10.1075/aral.20093.hil

    • Graham, K. M., Kim, H., Choi, Y., & Eslami, Z. E. (2021). CLIL as a balance for female–male differences?: The effect of CLIL on student writing outcomes. Journal of Immersion and Content-Based Language Education, 9(2), 310–335. https://doi.org/10.1075/jicb.20007.gra

    • McLeod, K., Eslami, Z. R., & Graham, K. M. (2021). Culture shock and coping mechanisms of international Korean students: A qualitative study. International Journal of TESOL Studies, 3(1), 14–27. https://doi.org/10.46451/ijts.2021.01.02

    • Graham, K. M., Matthews, S. D., & Eslami, Z. R. (2020). Using children’s literature to teach the 4Cs of CLIL: A systematic review of EFL studies. Latin American Journal of Content & Language Integrated Learning, 13(2), 163–189. https://doi.org/10.5294/laclil.2020.13.2.2

    • Clark-Goff, K., Eslami, Z. R., & Graham, K. M. (2020). Mainstream preservice teachers’ beliefs about English language learning and teaching: Contextual factors and belief change. Journal of Second Language Acquisition and Teaching, 26, 15–29. https://journals.librarypublishing.arizona.edu/jslat/article/id/2160/

    • Graham, K. M., Elsheikh, A., & Eslami, Z. R. (2020). Reflection on the mobilities, immobilities, inequalities, and traveling ideas in Qatar. The Journal of AsiaTEFL, 17(2), 626–634. https://doi.org/10.18823/asiatefl.2020.17.2.20.626

    • Graham, K. M., & Eslami, Z. R. (2020). Does the Simple View of Writing explain L2 writing development?: A meta-analysis. Reading Psychology, 41(5), 485–511. https://doi.org/10.1080/02702711.2020.1768989

    • Graham, K. M., & Eslami, Z. R. (2019). Attitudes toward EMI in East Asia and the Gulf: A systematic review. Language Problems and Language Planning, 43(1), 8–31. https://doi.org/10.1075/lplp.00030.gra

    • Hillman, S. K., Graham, K. M., & Eslami, Z. R. (2019). Teachers’ translanguaging practices at an international branch campus in Qatar. English Teaching and Learning, 43, 41–63. https://doi.org/10.1007/s42321-018-0015-3

    • Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S., & Dixon, L. Q. (2018). Language and content outcomes of content-based instruction: A systematic review. Latin American Journal of Content & Language Integrated Learning, 11(1), 19–37. https://doi.org/10.5294/laclil.2018.11.1.2

    • Graham, K. M. (2015). An investigation of the cover, copy, and compare method for EFL spelling. Language Education in Asia, 6(1), 71–80. https://doi.org/10.5746/leia/15/v6/i1/a7/graham

    • Graham, K. M. (2015). The effects of journaling on Taiwanese EFL students’ extensive reading habits and attitudes. Accents Asia, 7(2), 37–45. http://www.issues.accentsasia.org/issues/7-2/Graham.pdf

  • 專書章節（Book Chapters）

    • Graham, K. M., & Eslami, Z. R. (2023). Using the ROAD-MAPPING framework to inform English-medium instruction professional development. In E. Dafouz & U. Smit (Eds.), Researching English-medium higher education: Diverse applications and critical evaluations of the ROAD-MAPPING framework (pp. 117–136). Routledge.

    • Graham, K. M., & Eslami, Z. R. (2021). English-medium instruction. In H. Mohebbi & C. Commbe (Eds.), Research questions in language education and applied linguistics: A reference guide (pp. 59–62). Springer. https://doi.org/10.1007/978-3-030-79143-8_11

    • Eslami, Z. R., Graham, K. M., & Bashir, H. (2020). Higher education in Qatar: A multi-dimensional analysis using the ROADMAPPING framework. In S. Dimova & J. Kling (Eds.), Integrating content and language in multilingual higher education (pp. 115–129). Springer. https://doi.org/10.1007/978-3-030-46947-4_7

    • Graham, K. M., & Eslami, Z. R. (2020). Translanguaging as an act of ethical caring in the English Medium Instruction classroom. In C. C. Lin & C. Zaccarini (Eds.), Internationalization in action: Leveraging diversity and inclusion in globalized classrooms (pp. 9–26). Peter Lang Publishing. https://www.peterlang.com/view/9781433179938/html/ch13.xhtml

    • Ates, B., & Graham, K. M. (2018). Recommendations for online Master’s TESOL students and faculty: Voices from former graduate students. In G. Kessler (Ed.), TESOL voices: Online and hybrid classroom education (pp. 23–30). TESOL Press.

  • 執行計畫（Funded Grant Projects）

    • Graham, K. M., & Lin, T.-B. (2022–2023). The effectiveness of English Discoveries in enhancing bilingual instruction in primary and junior high schools. Funded by Chun Shin Limited. Role: Co-Principal Investigator.

    • Graham, K. M. (2022–2023). Student pre-lecture reading and lecture comprehension in English-medium instruction classrooms. Funded by the National Science and Technology Council (Taiwan), Project No. 111-2410-H-003 -003. Role: Principal Investigator.

    • Graham, K. M. (2022–2023). Examining the relationship between English proficiency and preservice bilingual teacher microteaching performance. Funded by Cambridge Assessment English (Funded Research Programme Round 12). Role: Principal Investigator.
回列表頁