Since the results of the reactions from the students are positive, this course is in fact very useful for the EFL students to improve their English proficiency in giving and listening to a presentation in English. Generally speaking, the English-running seminar provides the students opportunity to practice different strategies in the process of preparing the oral presentation and strengthens their listening and reading ability as well.
　　6. Implications and suggestions
　　6.1 Pedagogical implications
　　This course is useful for students to improve their English proficiency. It opens a potential possibility for them to adopt an integrated language and academic learning in the process of giving and taking academic presentation. However, the students demonstrated frustration in overcoming difficulties of this task. Therefore it would be helpful for them if the teachers can provide some appropriate training in the areas to enhance their English ability.
　　Reading strategies will be conducted with the focus on article reading comprehension. Students should try to look for important extracts from introduction, method, results and discussion separately. The reading strategy training also includes how to get better comprehension of the content and how to select details and main ideas of the reading materials. On the other hand, students may not have enough presentation skills to facilitate themselves by giving an academic presentation, so it is very essential to look for some professional interesting presentation topics to do the rehearsal. Meanwhile, there are some particular structures and language usages for academic presentation, and it is useful to provide some basic formulaic expressions to the students to memorize. Except the training of listening, reading and speaking ability, the training of the writing ability should be taken into consideration. Students should write summary and abstract in the handout responding to research articles in order to remove their lower language proficiency.
　　Since content is one of the main obstacles for comprehension and lack of content comprehension hinders the production skill, the seminar may center on a particular topic familiar to the students and move onto other topics later on. To determine a definite topic to do the presentation can make the presentation comprehended more easily, because everyone will know the background and content knowledge, and they would like to do some pre-reading to get the gists first.
　　6.2 Research suggestions
　　Teachers and researchers can do an assessment scheme which will help the students to improve themselves after the course. Such self-assessment portfolio encourages students to become independent learners and can increase their motivation. Besides, it is a theoretically possible idea to investigate a co-teaching model in which English and content teachers are teaching at the same time, which can be realized although it is confronting many obstacles to conduct in a short time, such as a joint project by the content teacher and language teacher designed collaboratively with a focus on both language and content. 
6.3 Limitation
　　 In the present study, there are just seven students as the informants. The scale of participation is small to get the conclusion. As the time for data collection is short, and there is only one round of seminar course, the results provided will probably not very convincing. The large amount of information are seldom to be found in the questionnaire, and because of their lower English expression ability, sometimes similar answers could be observed to some different questions.
　　
　　参考文献：
　　[1]Basturkmen,H.(2002).Leaner observation of, and reflection on, spoken discourse: An approach for teaching academic speaking. TESOL Journal,11(2):26-30.
　　[2]Denzin N.K.& Lincoln Y.S.(2008).Strategies of Qualitative Inquiry.London:Sage Pubilshed Ltd.
　　[3]Ferris,D.&Tagg,T.(1996).Academic listening/speaking tasks for ESL students:Problems, suggestions,and implication.TESOL Quarterly,30(2):297-317.
　　[4]Han,E.(2007).Academic Discourse Tasks: A study of EFL Students’ Perspectives.Asian EFL Journal,9 (1):8-21.
 

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