English In Taiwan Research Articles

From Rainbow to Rambo: Speaking to an AI and the Taiwanese English Pronunciation Intelligibility

The purpose of the study was to investigate the pronunciation intelligibility of Taiwan English (TE). An artificial-intelligence (AI)-enhanced automatic speech recognition (ASR) software program was used to perform a speech-to-text transcription, which enabled voice recognition algorithms to automatically produce orthographic transcription(s) of the Taiwanese university students’ speech samples. The findings based on the intelligibility scores and the comparison of the phonetic discrepancies of the transcribed words suggest that TE appears to be highly intelligible, however, it was clear that sub-varieties of TE exist, bordering from basilect (perceived to be less prestigious) to the cultivated/educated acrolect form, which is closer to the standard American English (SAE), thus making it even more challenging to identify a standardized TE. Nonetheless, the (in)accuracy of the ASR transcription gave the students the opportunity to reflect on their English pronunciation, to consider how comprehensible they sound, and to strive "to own" their English as part of their Taiwanese identity.

Factors Influencing Rural Junior High-School Students’ Motivation to Learn English in Taiwan

English-language learning in rural Taiwan has been targeted by government policy for two decades, yet little research has investigated students’ motivation and support in these rural communities. This study investigated the effects of students’ gender, grade, parental support (PS), and teacher support (TS) on their English learning motivation (ELM) in Taiwan’s rural middle-level schools. A quantitative survey approach was used in this study. Seven hundred and fifty-four questionnaires were delivered to the students in 12 rural middle-level schools. The collected data were analyzed by using the t-test, ANOVA, Pearson correlation, and multiple-regression methods. Females reported higher ELM, PS, and TS than their male counterparts. Seventh-grade students reported higher ELM, PS, and TS than eighth- and ninth-grade students. PS and TS were significantly correlated to ELM. Appraisal support of teachers was the most relevant predictor for value, emotion, and willingness to execute factors of ELM. Programs and policies to improve ELM in rural schools are suggested.

‘What if I was not adopted’: transnational Chinese adoptee English teachers negotiating identities in Taiwan

ABSTRACT While race in TESOL has gained traction in recent years, less research has focused on Asian American teachers working in Asian contexts, not to mention Chinese adoptees from the US working as English teachers in Asia. Drawing from our larger study on the work narratives of Asian Americans teaching English in Taiwan, this paper examines how Chinese adoptees negotiate their linguistic and cultural competencies and identities in Taiwan. We uncover the various forms of emotional labor that they experienced. Similar to other Asian American teachers, they also grappled with notions of authenticity and legitimacy in the ELT field in Taiwan. However, teaching in Taiwan provided Chinese adoptees with the opportunity to negotiate the roots and routes of transnational adoptee identities and simultaneously deploy their adoptee identities as pedagogical tools for teaching about racial and family diversity, which complicates and extends research on racial identities as pedagogy in ELT. It is inevitable that their racial identity and transracial family makeup are invoked, and they are confronted to take action on it. The process can be laborious, yet teaching students about diversity through these adoptees’ own vantage points also constitutes their professional identity as a competent teacher.

English in Taiwan

While World Englishes scholarship has always been concerned with different types of English varieties, Expanding Circle (i.e., non-postcolonial) Englishes have had a ‘late start’ in being added to its research remit. As a result, much important work in this area remains to be done. Expanding Circle Englishes in general and Asian Expanding Circle Englishes in particular are still neglected in many handbooks of World Englishes (e.g., inThe Cambridge Handbook of World Englishes; Schreier, Hundt & Schneider, 2020). Notable exceptions here are, for example,The Routledge Handbook of World Englishes(Kirkpatrick, 2020; including, among others, chapters on Japanese, Chinese, and Slavic Englishes) andThe Handbook of Asian Englishes(Bolton, Botha & Kirkpatrick, 2020; including, among others, chapters on Taiwanese, Cambodian, and Indonesian Englishes). While traditionally much focus has been laid on matters of language policies, education, and attitudes, corpus linguistic approaches to Expanding Circle Englishes have become more and more relevant (see, e.g., Edwards, 2016 for the Netherlands; Rüdiger, 2019 for South Korea). In this article, we present the first results from a corpus-based study of Taiwanese English, drawing on the pilot version of a spoken Taiwanese English corpus.

書評 The Spread of English in Taiwan: Changing Uses and Shifting Attitudes 著者：陳淑嬌

書評 The Spread of English in Taiwan: Changing Uses and Shifting Attitudes 著者：陳淑嬌

Taiwanese College Students’ Perceptions about Their English Reading and Writing Problems

Part of the impact of globalization on Taiwan's English education has increased the important need to become proficient in English for academic and occupational purposes. To help EAP (English for academic purposes) or ESP (English for specific purposes) teachers to design suitable English curriculum, this study aimed to investigate how a group of undergraduate students in Taiwan perceived their English reading and writing problems. A survey and a semi-structured group interview were conducted to collect data. Results of self-reported data show that most of them were intermediate readers, but they were mostly less-experienced writers in English. In their response to the survey and the semi-structured interview, these EFL students also described their perceptions about their common reading and writing problems.

Perceptions of the Englishization of higher education in Taiwan: implementation and implications

ABSTRACTThis research investigates the process of Englishization in Taiwan’s higher education in the global context. Using semi-structured interviews, it explores perceptions regarding the implementation and implications of Englishization at the tertiary level. The results indicate that while the process of Englishization in Taiwanese higher education is policy-driven and market-oriented, the degree and effect of Englishization is diversified and restricted due to institutional stratification, disciplinary divergence, and linguistic constraints. The effect of Englishization on Taiwan’s higher education can be identified in the following aspects: the dominance of English in academic practices, specialization of English-medium services in the administration, specialization of English-medium courses and programs for international students, the emphasis of English-medium performance in academic and administrative recruitment. The implementation of Englishization in Taiwanese higher education institutions (HEIs) can be regarded as pragmatic and strategic responses to the globalization of higher education, the dominance of English in global academia, and the resources and constraints in the local context. The interviewees’ responses not only indicate the perceived value of English as well as the scarcity of English in Taiwan, but also the constraints on language choice and the divergence of institutional and disciplinary approaches to Englishization at the tertiary level in Taiwan.

New Criticism and Value in Taiwanese College English

Abstract The first part of this article identifies major problems facing college English in Taiwan, including declining enrollment, reduced funding, and widespread contingent hiring, linking them to similar problems associated with the humanities crisis in the United States. The second examines selected writing on these problems in the United States, including writing on pedagogy associated with the New Criticism, which until the 1990s was the main approach to literary studies in Taiwan. The third reflects on how commentary on English in the United States might apply in the Taiwanese context, with focus on the material value of an English degree and the potential expansion of the degree beyond the isolated major.

The Ideology of American English as Standard English in Taiwan

English language teaching and learning in Taiwan usually refers to American English teaching and learning. Taiwan views American English as Standard English. This is a strictly perceptual and ideological issue, as attested in the language school promotional materials that comprise the research data. Critical Discourse Analysis (CDA) was employed to analyze data drawn from language school promotional materials. The results indicate that American English as Standard English (AESE) ideology is prevalent in Taiwan. American English is viewed as correct, superior and the proper English language version for Taiwanese people to compete globally. As a result, Taiwanese English language learners regard native English speakers with an American accent as having the greatest prestige and as model teachers deserving emulation. This ideology has resulted in racial and linguistic inequalities in contemporary Taiwanese society. AESE gives Taiwanese learners a restricted knowledge of English and its underlying culture. It is apparent that many Taiwanese people need tore-examine their taken-for-granted beliefs about AESE.

The Ideology of American English as Standard English in Taiwan

The Ideology of American English as Standard English in Taiwan

English Interferences in German Sentences

German is taught and studied as a second foreign language after English in Taiwan. Since there are more commonalities and similarities between German and English than between German and Chinese, Taiwanese learners of German would rather refer to English than to their native language Chinese. This study analyzes the English interferences which occurred in the sentences written by the subjects, who were sophomores from Division of Continuing Education at Wenzao University of Languages and majored in German. The analyses are based on the scripts submitted by the subjects for their midterm and final exams. The results reveal that English interferences occurred in the German sentences written by the subjects. Moreover, suggestions for teaching a second foreign language are offered.

The ownership of English in Taiwan

Although applied linguists have long asserted that individuals who have learned English as an additional language can rightly claim ownership of the language, this willingness on the part of academics to grant ownership to all users of English is ultimately of little consequence to the users themselves, who more often than not consider linguistic ownership to be determined solely by ethnicity or place of birth. This paper outlines a framework comprised of three aspects of language ownership—prevalent usage, affective belonging, and legitimate knowledge—and subsequently applies these concepts to a multi-case ethnographic study of English ownership (and lack thereof) among a group of Taiwanese English learners/users who privileged different ownership dimensions. Prevalent usage was found to be very important for achieving any degree of ownership, and the ability to make overt ownership claims ultimately depended on confidence and agency.

Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan

The importance of teachers’ technological, pedagogical, and content knowledge (TPACK) in conducting effective technology-enhanced instruction has been recognized; however, the understanding of teachers’ TPACK when teaching English as a Foreign Language (EFL), as well as the need for their further TPACK development, has not been properly addressed. To fill the gap in TPACK research in the EFL domain, this study aims to explore the TPACK among 22 in-service EFL teachers at elementary schools in Taiwan. Also, the possible needs of these EFL teachers for their future professional development were investigated. In order to better portray the TPACK of the EFL teachers, both their synthesized TPACK and performance on the seven TPACK construct components were evaluated in this study. A quantitative questionnaire was used to assess the EFL teachers’ performance on the seven TPACK construct components. Their synthesized TPACK was revealed by means of interviews and classroom observations. The Revised Bloom’s Taxonomy and the pedagogic framework for computer-assisted language learning were used to analyze the qualitative data collected from the interviews and class observations. The results indicated that the EFL teachers needed more technology knowledge to further develop their TPACK, and that the EFL teachers’ TPACK focused much on motivating students, rather than on using technology for creating opportunities for students to use English language meaningfully and authentically.

Nurses' narratives on workplace English in Taiwan: Improving patient care and enhancing professionalism

Based on a qualitative study of 19 nurses' written narratives on their use of English in the nursing workplace, we explore the current and changing use of English for Nursing Purposes (ENP) in countries where English is learned primarily as a foreign language, using Taiwan as the case study. The study gathered qualitative data regarding why and how nurses use English in the workplace. The most significant themes that emerged regarding why English is used were quality of nursing care, professionalism, and career advancement: to “Keep abreast of medical/nursing research and new treatments,” “Improve quality of care/provide health education,” “Communicate with doctors and other health-care professionals,” and “Communicate with foreign caregivers.” Regarding how they use English, in contrast to previous studies (Lee, 1998; Yang & Su, 2003), our study's participants emphasized professional reading to improve patient care and communicating with foreign caregivers more than communicating with foreign patients, and instructing foreign caregivers rather than patients' family members on patient care. The results of this study may be useful in ENP course development and future research on the English language use of nurses and other health-care workers in Taiwan and other countries where English is learned primarily as a foreign language.

The Impacts of English on Taiwan’s Elementary Curriculum: Homeroom Teachers’ Perspectives

Increasingly non-English speaking countries start to mandate English as a compulsory subject starting from the elementary level. Since elementary education with its focus on character development is mostly based on homeroom teaching, consequently homeroom teachers could play a critical role in English education at the elementary level. This study investigates the impacts and possible implications of compulsory English teaching in the elementary school from homeroom teachers’ perspective. In-depth interviews were conducted with eleven Taiwanese homeroom teachers with more than six-year homeroom teaching experience. The findings suggest that English as a powerful language has created more inequality in school as well as a dilemma within homeroom teachers’ mind and practice. Teachers were fully aware of the importance of English, thus perpetuated its role as the global language, but they seldom made any effort in assisting students’ English learning. The impact of English was more symbolic than material. Policy suggestions include adjusting the curriculum timetable to increase the periods of main subjects (national language, math, and English), transforming more homeroom teachers into qualified English teachers, and changing the discourse of English in Taiwan by advocating a post-colonial ideology that calls for awareness of the various symbolic meanings of English in Taiwan. Keyword: elementary curriculum, TESOL, curricular change, language policy and planning 本研究探討小學導師所認知英語對小學之衝擊。在深度訪談11位至少六年帶班經驗的導師後發現英語進入小學產生許多的差異化，除了學生學習及程度兩極化外，教師間、學校間差異化也都增加，而補習班更加興旺，不僅一般家長把英語學習交給補習安親班，甚至老師也如此，使得小學英語教育反而只是象徵性的存在。政策建議方面導師們認為先增加國數主科時數，再來才是英語的時數，否則根本沒先學好，只追求英語是不合理的 關鍵字: 小學課程、英語教學、課程變遷、語言政策與規劃

Impacts of Globalization: Hegemonic Threats of English in Taiwan

With the spread of globalization and information technology, the status of English as a lingua franca worldwide is undisputable. Consequently, the impact of globalization on ELT (English language teaching) is phenomenal. In responding to the impact of global competitors and internationalization, English teaching is often regarded as a principal issue in education. English education is treated as a tool to keep up with the rapid globalization of the world economy. Discussing ELT in Taiwan as an example, this paper aims to raise caution among the periphery educators that under the impact of globalization, the imposition of western culture and language via ELT could be potentially hegemonic and harmful to the local culture and language. This paper will be organized into three parts. Firstly, the impact of globalization on the dominance of English will be discussed. Secondly, the potential threats of linguistic hegemony via ELT will be analyzed. Thirdly, proactive solutions to the hegemonic threats of ELT are proposed as the key to ride out the wave of globalization.

Concurrent and Predictive Validity of Computer-adaptive Freshman English Test for College Freshman English in Taiwan

Undoubtedly, it is always a continuing effort for colleges and universities to seek a reliable assessment tool for placing students into appropriate college Freshman English levels in order to maximize its instructional effectiveness. The assessment tool, however, is required of fulfilling cardinal principles of test validity, reliability, and practicality. This study was designed to determine the level of criterion-related validity in terms of concurrent and predictive validity of a computer-adaptive Freshman English Test (CAFET) employed as a Freshman English placement test at a university in central Taiwan. Two other English proficiency tests, the National Joint College Entrance Exam on English Proficiency (NJCEEE) and Taiwan’s General English Proficiency Test Intermediate Level (GEPT-I1) were used as criterion variables for measuring the CAFET’s concurrent validity. In addition to evaluating the CAFET’s internal quality, individual and/or combined predictive power of the CAFET, NJCEEE, and GEPT-I1 for Freshman English course achievement of participants of School Year 2010-2011 was also investigated. Statistical procedures of Pearson’s Product Moment correlation coefficients, one-way ANOVA, and simple and multiple regressions were performed. The results supported usability of the CAFET as an appropriate tool to place students into proficiency levels of the Freshman English program, especially when practicality is a prime consideration. Implications and suggestions for future research are presented.

Exploration of Sophomores' Demotivation in Learning English in Taiwan

Exploration of Sophomores' Demotivation in Learning English in Taiwan

Some Remarks Regarding English Transcription Practices in Taiwan

The EFL and linguistic materials available in Taiwan exhibit a large number of transcription systems, all differing from each other in certain respects. While some of these differences are of linguistic nature, and stem from the authors' own perception of the English phonetic/phonological system, others are purely graphic, frequently having arisen through misinterpretation of the traditional transcription symbols as established by the International Phonetics Association (IPA). The multitude of transcription systems and the differences in graphics for the same phonetic symbols can be said to present a confusing picture of English sounds and their transcription to the students of English in Taiwan. In the present article, the background of the issues discussed above is investigated, and, wherever appropriate, ways to correct some of these non-standard practices are presented. The author also provides some suggestions regarding the reduction of the current multitude of transcription styles by means of standardization.

Constructing a Collaborative, Emergent Syllabus of Communicative Performances in a Nursing English Course in Taiwan

Curriculum development research on nursing English in Taiwan has tended to end at needs analysis, offering little guidance on how to design and implement a course. Our objective was to examine how a course on workplace communication in English for nursing students in Taiwan would emerge in the classroom if teachers and students collaboratively generated language needs analysis and a syllabus of communicative performances. An action research approach was used to guide and document the teaching/learning and research process, and content analysis was used to examine and thematize the data. The research setting was an elective, one-semester nursing English course for students in a Bachelor of Science in nursing program in Taiwan. The participants were 16 third-year students whose first language is Mandarin Chinese, during their first semester of nursing practicum courses. Four types of interactional language (empirical, existential, transactional, discussion) and eight learning strategies emerged during weekly performance development. This study provides an innovative approach to course development in nursing English for foreign and second language users. Collaboratively developing an emergent syllabus of communicative performances in an action research framework can be a productive way to build an English health communication repertoire that is engaging, memorable, and adaptable.