Cross-Cultural Encounter in EFL College Classrooms- Taiwanese Students and

Their Native English Teachers

Presenter : Chia-Ying Hu Advisor: Dr. Chin-Ying LinDate: December 31, 2009

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Outline

III. Methodology

II. Literature Review

I. Introduction

IV. Suggestions

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Introduction

Motivation and Background

Statement and Problems

Purposes of the Study

Research Questions

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Because learning a second language implies some degree of learning a second cultural, it is important to understand what we mean by the cultural learning.

(Brown, 2007)

Motivation and Background

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Motivation and Background

Certain factors – namely, ESL/EFL students’ identity, students’ motivation, and teachers’ recognition toward their students, would be one of crucial parts that may influence students’ foreign language learning.

(Lin & Yung, 2008)

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Students will gain more knowledge, retain more information, and perform far better when teaching styles match learning styles.

(Lage, Platt, & Treglia, 2000)

Motivation and Background

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Statement of the Problems

Few studies explore Taiwanese students’ adjustments in the foreign teachers’ classes.

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Purpose of The Study

-to investigate if there are distances between EFL Taiwanese college students’ learning expectations and their native English teachers’ teaching objectives, from the students’ perspectives

-to investigate if there are distances between EFL Taiwanese college students’ learning expectations and their native English teachers’ teaching objectives, from the students’ perspectives

-to investigate if there are distances between EFL Taiwanese students and their native English teachers’ preferences of English teaching methods, from the students’ perspectives

-to investigate if there are distances between EFL Taiwanese students and their native English teachers’ preferences of English teaching methods, from the students’ perspectives

-to investigate the Taiwanese students’ worry and adjustments in their native English teacher’ classes-to investigate the Taiwanese students’ worry and adjustments in their native English teacher’ classes

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2

3

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Research Questions

What are the differences between Taiwanese

college students’ learning expectations and their

native English teachers’ teaching objectives, from

thestudents’ perspectives?

1.

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Research Questions

What are the differences between Taiwanese students

and their native English teachers’ preferences of English

teaching methods, from the students’ perspectives?

2.

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Research Questions

. What are the Taiwanese students’ worry and

adjustments in the native English teacher’ classes?

3.

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Literature Review

Culture

Academic Culture in Distance

Teaching Style

Learning Style & Strategy

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Culture

Brown (2007) explained that culture is the way of life. It is the context within which we exist, think, feel and related to others and it’s is also the “glue” that binds a group of people together.

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Culture

Flowerdew and Miller (1995) —when discussing the specific academic demands on nonnative speakers of English faced with second language acquisition—further indicated that there are ethnic culture, local culture, academic culture and disciplinary culture.

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Academic Cultural in Distances

The academic cultures in distance occur more often in the academic setting where the classroom consists of two main roles of nonnative students of English and native teachers of English

(Lin, 2007)

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Learners need to become aware of their own cultural schemata in order to effect an acknowledgement of those of a different culture

(Byram & Morgan, 1994)

Academic Cultural in Distances

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Teaching Style

Main Teaching Style• Formal Authority• Demonstrator or Personal Model• Facilitator• Delegator

(Felder & Soloman, 1992)

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Learning Style and Strategy

“Style, whether related to personality or to cognition, characterizes the consistent and enduring trials, tendencies, or preferences that differentiate you from another person”

(Brown, 2007)

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Learning Style and Strategy

“Strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, or planned designs for controlling and manipulating certain information.”

(Brown, 2007)

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Methodology

Research Procedure

Participants

Questionnaire

Data Analysis

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Research Procedures

Pilot studyPilot study

Formal studyFormal study

600 questionnaire copies from six target schools 600 questionnaire copies from six target schools

Data analysisData analysis

Formal questionnaire

English teaching objectives

English teaching methods

Students’ worry and adjustments

1 American teacher37 College students1 American teacher37 College students

Data collectionData collection

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600 College Students

Taichung City Taichung County

Participants

Ling Tung University of Technology (嶺東科技大學 )

Overseas Chinese University of Technology(僑光科技大學 )

National Taichung Institute of Technology(國立台中技術學院 )

Chaoyang University of Technology(朝陽科技大學 )

Hungkuang University of Technology (弘光科技大學 )

Hsiuping Institute of Technology(修平技術學院 )

English MajorsEnglish Majors

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Questionnaire

Course objectives/

expectations

Students’ expectations

Section 1

Teachers’ objectives Section 2

English teaching instructions

Students’ preferences Section 3

Teachers’ preferences Section4

Worry and Adjustments in class Section 5

Personal Information Section 6

Questionnaire

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Questionnaire Construction

Course objectives/expectations

English teaching method

Bloom’s taxonomy of learning domain(1956)—cognitive, affective and psychomotor.

Traditional teaching methodCommunicative teaching methodCooperative teaching methodTeachers’ personality

Questionnaire

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Section Cronbach’s Alpha Sources

Section 1 .849

(Hung, Sharpio & Wang, 2007)

(Lin, 2007)

Section 2 .909

Section 3 .909

Section 4 .893

Section 5 .919 (Lin, Lee &Yung, 2008)

Questionnaire

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Course objective /expectation

I expect that teacher can help me to learn

this in the class

The foreign teacher’s course objective is to

Strong ← →StrongDisagree Agree 1 2 3 4 5

Strong ← →StrongDisagree Agree 1 2 3 4 5

1Assist us to learn aculeate

pronunciation □ □ □ □ □ □ □ □ □ □

2Assist us to develop our oral

skills □ □ □ □ □ □ □ □ □ □

VV

V V

Teachers’objectivesTeachers’objectives

Students’expectations

Students’expectations

1. What are the differences between Taiwanese college students’ learning expectations and their native English teachers’ teaching

objectives, from the students’ perspective?

Questionnaire

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Teaching Method My favoriteteaching way is that

My native English teachers’ teaching

ways are thatStrong ← →StrongDisagree Agree 1 2 3 4 5

Strong ← →StrongDisagree Agree 1 2 3 4 5

1Teachers encourage us to ask

questions □ □ □ □ □ □ □ □ □ □

2Teachers give us enough time

to think and response □ □ □ □ □ □ □ □ □ □

VV

V V

Teacher’s preferencesTeacher’s

preferencesStudents’

preferencesStudents’

preferences

2. What are the differences between Taiwanese students and their native English teachers’ preferences of English teaching methods, from the students’ perspective?

Questionnaire

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Students’ worry Students’ adjustments

Four open-ended

Questions

Five-Liker Scaled

questionnaire

3. What are the Taiwanese students’ worry and adjustments in the native English teacher’ classes?

Questionnaire

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Students’ worry in Language classStrongly ← →Strongly

Disagree Agree 1 2 3 4 5

1

I am worried about my grammar accuracy when speaking English in the English course.

□ □ □ □ □

2I am worried about my pronunciation when speaking English in class. □ □ □ □ □

5

I am worried that my teacher might think I propose a stupid question in

class. □ □ □ □ □

Students’ worry

Students’ worry

Students’ adjustments

Students’ adjustments

1. In your personal opinion, what’s the difference between Taiwanese teachers and foreign teachers’ teaching ways?

3.Do you have any suggestions for the foreign teachers?

2. In what aspect that you can’t well fit into the foreign teachers’ classes? How do you adjust yourself to them?

V

V

Questionnaire

Data Analysis

SPSS13.0

95%

Q1, Q2, Q3

Q1, Q2

Q3

Item ReliabilityReliability Analysis (Cronbach α)

Confidence Interval

One-sample- T test

Dependent- T test

Descriptive Statistics

T-Test

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Paired-Samples T Test

Teachers’ objectives

Teachers’ preferences

Students’expectations

Students’ preferences

?

?College students

Data Analysis

Paired-Samples statistics

Paired-Samples T Test

Course Expectation/Objective

English Teaching Preferences

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Data Analysis

Data Analysis

Group Statistics

Independent- Samples T Test

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Data Analysis

Data Analysis

One-way ANOVA

Multiple Comparisons

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Data Analysis

Data Analysis

One-Sample Statistic

One-Sample T Test

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Data Analysis

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Suggestions

Topic

Literature

Sampling

Topic

Cross-Cultural Encounter in the EFL College Classroom- Taiwanese Students and Their Native

English Teachers

Cross-Cultural Encounter in the EFL College Classroom- Taiwanese Students and Their Native

English Teachers

Cross-cultural Encounter-Taiwanese students’ perceptions toward their native English teachersCross-cultural Encounter-Taiwanese students’

perceptions toward their native English teachers

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Literature ReviewQuestionnaires

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Literature

Speaking

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Sampling

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Thank You for Listening