AccScience Publishing / IJOSI / Volume 2 / Issue 2 / DOI: 10.6977/IJoSI.201209_2(2).0004
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A New Perspective on EFL Teaching: Applying Fuzzy QFD in TRIZ for Teaching Quality Improvement

Wan-Jeng Chang
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IJOSI null , 2(2), 43–53; https://doi.org/10.6977/IJoSI.201209_2(2).0004
Submitted: 7 October 2013 | Revised: 21 May 2014 | Accepted: 7 October 2013 | Published: 24 March 2014
© by the Authors. Licensee AccScience Publishing, USA. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC BY-NC 4.0) ( https://creativecommons.org/licenses/by-nc/4.0/ )
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Abstract

Teaching quality has been a frequently studied topic in education literature; however, a creative approach for improving teaching quality is rarely discussed. In this paper, a systematic framework based on the TRIZ methodology is suggested to generate creative solutions for improving teaching quality. First, the determinants of teaching quality were investigated based on a comprehensive review of language teaching. Subsequently, a parameter-corresponding table was developed to apply the TRIZ contradiction matrix effectively to solve language-teaching problems. Cochran test was used as a statistical hypothetic test during this phase. The correlation between “the vague opinions from the supplier and receptor of teaching” and “the determinants of teaching quality” was analyzed by using fuzzy QFD to identify the critical determinants related to teaching quality improvement. The corresponding parameters can be effectively applied in the TRIZ contradiction matrix to identify the inventive principles. The appropriate re-explanations of the inventive principles developed for foreign language teaching are discussed. A case study proved the usefulness of the approach in EFL courses, and practical solutions are presented to demonstrate the valuable contribution of the TRIZ methodology to the education field.

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International Journal of Systematic Innovation, Electronic ISSN: 2077-8767 Print ISSN: 2077-7973, Published by AccScience Publishing
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