Jeng-yih Tim Hsu
National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan
About
Jeng-yih Tim Hsu is from English Department of NKUST, Kaohsiung, Taiwan. He holds a doctorate in Composition and TESOL from Indiana University of Pennsylvania. He earned his Master in English Language/Linguistics from University of Arizona. He teaches courses on business presentation, listening & speaking, and language teaching methods. His current research interests center around Project-based Learning approach and COIL course models.Sessions
Presentation Exploring GenAI-enhanced Business English Presentation Skills in a Mixed Class of College Students and Workplace Employees more
This study examined the effectiveness of a business English presentation course enrolling 24 participants, including 18 undergraduate students and 6 full-time employees from a retailing company. A 7-week workshop alternated weekly between (1) conventionally prepared presentations created through manual drafting and visual design, and (2) GenAI-enhanced presentations developed with tools such as Google NotebookLM and Napkin AI. The study explored whether learners’ performance varied across these formats and how their perceptions of presentation learning shifted over time. Data sources included performance assessments conducted by an industry HR manager and the instructor using a shared rubric, pre- and post-course questionnaires on confidence and perceived learning, and post-course interviews on the strengths and challenges of each preparation mode. The findings indicate limited differences in overall performance, with English proficiency serving as the strongest predictor. GenAI-enhanced presentations offered notable advantages in efficiency and visual quality, while conventionally prepared work better supported idea development, negotiation, and collaboration. Rather than competing approaches, the two formats functioned as complementary pedagogical pathways that cultivate presentation literacy, workplace problem-solving, and authentic communication skills.
Presentation Becoming an Independent Business Presenter: Enhancing ESP Presentation Skills Through GenAI-Based Practice more
This study examined how three instructional methods influenced the development of independent learning skills and business presentation performance among 18 college EFL learners with mixed English proficiency levels. Over a nine-week Business Presentation in English workshop, students engaged in one of three practice conditions: (1) an AI-mediated practice model using generative AI tools, including HeyGen, to create avatar-based presentation simulations; (2) a self-recorded video practice model in which learners uploaded and reviewed their own rehearsal videos; and (3) no additional training beyond standard instruction. Three research questions guided the inquiry: (1) Which instructional method produced the strongest presentation performance? (2) Which practice mode proved most suitable for learners at different proficiency levels? (3) How did students perceive the benefits and challenges of each method? Instructor and HR-specialist evaluations indicated that the AI-mediated practice model yielded the strongest overall presentation performance, particularly in organization and delivery. The findings further showed that generative AI tools, which created avatar-based presentation simulations, functioned as highly valued models that students followed to refine their own performance. However, individual differences—including English fluency, level of commitment, and degree of prior preparation—also substantially shaped learning outcomes. Survey and interview data revealed generally positive perceptions of AI-supported rehearsal, especially among lower- and intermediate-proficiency learners.
Presentation Speaking English as a Lingua Franca: A COIL-based PBL Course for College EFL Learners more
This study reports on an innovative course that integrates Project-Based Learning (PjBL) and Problem-Based Learning (PmBL) into a freshman English listening-and-speaking class at a Taiwanese university of technology. In collaboration with a sister university in Thailand, the course incorporates a 9-week Collaborative Online International Learning (COIL) module in which cross-national student teams complete project-based tasks. During the subsequent 9 weeks, instruction shifts back to the classroom and adopts a PmBL model to strengthen problem-solving abilities and practical language use. This hybrid design merges project-based and problem-based pedagogies to enhance communicative fluency and intercultural understanding. Employing a mixed-methods approach, the study utilized quantitative scales for intercultural sensitivity (pre/post-test), teamwork, and course effectiveness. Qualitative data were gathered via semi-structured interviews and institutional teaching evaluations to explore self-perceived linguistic gains and challenges. Results indicated significant gains in intercultural sensitivity, particularly among Thai students, and high satisfaction with team interaction (Thai: 4.12; Taiwanese: 3.87 on a 5-point Likert scale). Participants reported improved listening and speaking skills, valuing the digital synergy for fostering creativity and authentic interaction. The findings highlight the potential of CALL-mediated telecollaboration to support cross-border experiential learning and offer a scalable pedagogical model for technology-enhanced EFL instruction.