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Presenter : Sing- Yu Hu Advisor: Dr. Chin-Ying Lin Date: May 18, 2010 Cross-Cultural Encounter in the EFL College Classroom- Taiwanese Students and Their Native English Teachers

Introduction Literature Review Methodology Findings & Discussion Conclusions

Introduction ,[object Object],[object Object]

[object Object],[object Object],Motivation and Background

Motivation and Background Researchers also argued that teachers need to be aware their students’ learning preferences in order to facilitate both teaching and learning. (Barkhuizen, 1998; Rasekh & Valizadeh, 2004; Spratt, 1999)

Statement of the Problem ,[object Object],[object Object]

Statement of the Problem However, few studies focused on EFL Taiwanese students’ cultural barriers to language learning in the EFL classroom in Taiwan .

[object Object],Purpose of the Study ,[object Object],[object Object],[object Object]

Research Questions ,[object Object],What are Taiwanese college students’ perceived differences between their preferences and experiences concerning the way of their NETs’ teaching approach in English speaking courses? How do Taiwanese college students adjust themselves into their NET’s English speaking courses? Q1 Q2 Q3

II. Literature Review Western Teacher C Culture Learning A Academic Culture in Distances B Chinese Student D

Culture Learning ,[object Object],[object Object]

[object Object],[object Object],Culture Learning

[object Object],[object Object],Academic Cultural in Distances

Westerner Teacher ,[object Object],[object Object]

[object Object],[object Object],Westerner Teacher

Chinese Student ,[object Object],[object Object]

[object Object],[object Object],Chinese Student

C A B Methodology Instrument Research Design Participants Data Analysis D

Research Procedures Pilot study Formal study 617 questionnaire copies from six target schools Data analysis ,[object Object],[object Object],Data collection Formal questionnaire English Teaching Content English Teaching Approach Students’ Adjustments

Taichung City Taichung County ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],English Majors Participants 617 College Students

Participants 617 College Students

Instrument Questionnaire Teaching Content Students’ Expectations Section 1 Students’ Experiences Section 2 Teaching Approach Students’ Preferences Section 3 Students’ Experiences Section4 Students’ Adjustments in class Section 5 Personal Information Section 6

Bloom’s taxonomy of learning domain(1956)—cognitive, affective and psychomotor Traditional teaching method Communicative teaching method Cooperative teaching method Teachers’ personality Instrument Questionnaire Construction Teaching Content Teaching Approach

Data Analysis 95% Q1, Q2 Q1, Q2 Item Reliability Reliability Analysis (Cronbach α) Confidence Interval Paired Sample - T test Descriptive Statistics SPSS13.0

Open-ended Questions ,[object Object],[object Object],Text 3 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Data Analysis

Findings & Discussion Analysis of Research Question 2 C Reliability and Validity A Analysis of Research Question 1 B Analysis of Research Question 3 D

Table 1 KMO and Bartlett's Test of the Questionnaire Validity Good for Research Kaiser-Meyer-Olkin Measure of Sampling Adequacy. Bartlett's Test of Sphericity Approx. Chi-Square df Sig. Teaching Content LE .906 5575.79 190 .00 EOC .916 6019.46 190 .00 Teaching Approach LP .908 5445.36 210 .00 EOI .916 5784.06 210 .00

Table 2 Reliability Statistics of the Questionnaire Reliability Good for Research M Mini Maxi SD Cronbach's Alpha N of Items Teaching Content LE 4.02 3.08 4.52 .45 .90 20 EOC 3.67 2.76 4.19 .50 .91 20 Instruction Way LP 3.87 2.52 4.42 .44 .87 21 EOI 3.65 2.68 4.25 .50 .89 21

Analysis of Research Question 1 What are Taiwanese college students’ perceived differences between their expectations and experiences concerning their NETs’ teaching content in English speaking courses? Q1

Table 3 Results of Paired Samples t-Test in Teaching Content Domain Note. * p <.05, two-tailed. ** p < .01, two-tailed; n=617. Analysis of Research Question 1 t Sig. M SD Teaching Content Students’ expectations 4.02 .45 Students’ experiences 3.67 .50 18.37 .00** There is significant difference between Taiwanese college students’ learning expectations (LE) and experiences (EOC ) concerning their native English teachers’ teaching content in the English speaking course.

Analysis of Research Question 1 Chen, 2006 Cortazzi & Jin, 1998 & 1999 Lin, 2008 There is significant difference between Taiwanese college students’ learning expectations (LE) and experiences (EOC ) concerning their native English teachers’ teaching content in the English speaking course.

Chart 1 The Figure of the Results of Paired Statistic Description of Teaching Content

Analysis of Research Question 2 What are Taiwanese college students’ perceived differences between their preferences and experiences concerning the way of their NETs’ teaching approach in English speaking courses? Q2

Table 9 Results of Paired Samples t-Test in Teaching Approach Domain Note. *P <.05, two-tailed. **P < .01, two-tailed; n=617. Hypothesis 2 : H0: LP=EOA ; H1: LP≠EOA Analysis of Research Question 2 M SD Sig. Teaching Approach Students’ preferences 3.87 .44 Students’ experiences 3.65 .50 .00** There is significant difference between Taiwanese college students’ learning preferences (LP) and experiences (EOI) concerning their native English teachers’ teaching approach in the English speaking course.

Table 11 Results of Paired Sample T-test of Items of Teaching Approach Analysis of Research Question 2 Paired Differences (LP-EOA) Instruction way M SD t Sig(two-tailed) 1.Teachers’ teaching ways are humorous .50 .97 12.82 .00** 2. Teachers carry out syllabus consistently -.04 .98 -1.07 .286 3.Teachers have empathy for students .42 .91 11.37 .00** 4.Teachers use medias to teach (ex: projector) .21 .81 6.58 .00** 5.Teachers give students enough time to think and answer questions .24 .79 7.67 .00** There is no significant difference between Taiwanese college students’ learning preferences (LP) and experiences (EOI) concerning how the NETs carry out the syllabus.

Analysis of Research Question 2 Barkhuizen, 1998 Rasekh & Valizadeh, 2004 Spratt, 1999 There is significant difference between Taiwanese college students’ learning preferences (LP) and experiences (EOA) concerning their native English teachers’ teaching approach in the English speaking course.

Analysis of Research Question 2 There is no significant difference between Taiwanese college students’ learning preferences (LP) and experiences (EOA) concerning how the NETs carry out the syllabus. Lin, 2007

How do Taiwanese college students adjust themselves into their NET’s English speaking courses? Analysis of Research Question 3 Five Open-Ended Questions ,[object Object],[object Object],3. According to question 2, how do you adjust yourself to the class? 2. In what aspect that you can’t well fit into the native English teachers’ class? How do you adjust yourself to the class? 4. Do the native English teachers’ way of teaching effect your learning attitude and strategies? If yes, please give a examples. 5. Do you have any suggestion for your foreign teachers? Q3

[object Object],Analysis of Research Question 3 Q1 In your personal opinion, what’s the difference between Taiwanese teacher and foreign teacher’s teaching approach? Differences Taiwanese Teachers Native English Teachers 1 Thinking logical smooth and by order go stride 2 Personality serious humorous/emotional 3 Empathy more less 4 English proverb use less more 5 Misunderstanding few/ Chinese translation more/joke 6 Communication barrier less/ same learning background more/ different learning background Supported

[object Object],Analysis of Research Question 3 In your personal opinion, what’s the difference between Taiwanese teacher and foreign teacher’s teaching approach? Differences Taiwanese Teachers Native English Teachers 1 Language usage English and Chinese English only 2 Pronunciation common better 3 Speaking speed slower faster 4 Body language few more Supported

[object Object],Analysis of Research Question 3 In your personal opinion, what’s the difference between Taiwanese teacher and foreign teacher’s teaching approach? Differences Taiwanese Teachers Native English Teachers 1 Teaching Method Traditional CLT 2 Language focus accuracy fluency 3 Grammar focus more less 4 Error correction more /direct less 5 Language practice opportunities more less 7 Media usage more less 8 Assessments have criteria and stander form variable and flexible Supported New

[object Object],Analysis of Research Question 3 Q2 In what aspect that you can’t well fit into the native English teachers’ class? Unaccommodating Aspects 1 Need more time to get use to English only in the speaking class 2 NETs use some idiom that we don’t know 3 Certain accent interfere the communication 4 Don’t know how to response NET’s punctuate question. 5 Students need to ask questions actively. 6 The misunderstanding caused by fail communication 7 NET unconsciously tease at students 8 The go astride speaking way, sometimes makes students uncomfortable 9 Don’t understand NET’s joke/ American humorous 10 Feel shy to explain their own idea 11 Some NET have less empathy for us 12 Some NET don’t identify themselves with us Supported Supported New

[object Object],Analysis of Research Question 3 In what aspect that you can’t well fit into the native English teachers’ class? Unaccommodating Aspects 1 Hard to communicate clearly and exactly 2 NETs don’t know what we want to explain 3 NETs use difficult words 4 NET can’t understand Chinese so that they are hard to realize teachers’ meaning and catch up the class. New

[object Object],Analysis of Research Question 3 In what aspect that you can’t well fit into the native English teachers’ class? Unaccommodating Aspects 1 Pay less attention on the language accuracy 2 Learning anxiety -fear to ask questions in English 3 Not use to speak English in front of classmate. 4 NET pouch on time 5 Too nervous to miss some important information Supported Supported

[object Object],Analysis of Research Question 3 Q3 How do you adjust yourself to the class? Students adjustments in NET’ Speaking Class 1 Force ourselves to get use to NET’s teaching style 2 Adjust our way of thinking and attitude 3 Have more contact with NET after class 4 Forget it when they are offended by NET 5 Improve the cultural awareness by watching English movies 6 Regard it is a culture differences and don’t care to much 7 Avoiding to speak controversial questions 8 With times go by, we were get use to 9 Regard the NET as a friend 10 Open-mind to accept the differences Support New New

[object Object],Analysis of Research Question 3 How do you adjust yourself to the class? Students adjustments in NET’ Speaking Class 1 Pretending understand and then asking classmates 2 Asking classmates when don’t understand what NET mean 3 Asking classmates or Taiwanese English teachers after classes 4 Asking NETs to repeat again 5 Pay more attention when NET speak 6 Guessing the meaning by certain curls revealed in NET’s talk 7 Asking NET to write down the new/ difficult words 8 Giving more information to NET to improve the communication 9 Use body language to facilitate communication 10 Try again and again Supported New

[object Object],Analysis of Research Question 3 How do you adjust yourself to the class? Students adjustments in NET’ Speaking Class 1 Improve our English proficiency especially listening and speaking by listening to the radio or practicing with classmates 2 Checking the dictionary at times 3 Discuss with classmates when we don’t understand NET’s talk 4 Increase the quantity of our vocabulary 5 Asking NET after class 6 Come to class earlier 7 Try to catch up with teacher 8 Continuously to use English Supported

[object Object],Analysis of Research Question 3 Q4 Do the native English teachers’ way of teaching effect your learning attitude and strategies? If yes, please give a examples. NET’s Effect Toward Taiwanese Students 1 Our creativity and thinking ability were improved 2 NET often give us example that effect me to think more flexible 3 Learn to self-management 4 Punch on time 5 Become more active and have more interaction with teachers in the class 6 Learn to appreciate their strength 7 Like to watch English movies 8 Admire teacher and seldom absent 9 Learn to think more independently and become more willing to find answer by ourselves 10 Listen to the English radio more New New

[object Object],Analysis of Research Question 3 Do the native English teachers’ way of teaching effect your learning attitude and strategies? If yes, please give a examples. NET’s Effect Toward Taiwanese Students 1 Like to use English to communicate with others 2 Learning to use English to thinking 3 Have more confidence to speak English 4 Feel free to speak English 5 Feel free to use body language to communicate 6 Our English pronunciation improved 7 Put more attention on the conversation detail New New

[object Object],Analysis of Research Question 3 Do the native English teachers’ way of teaching effect your learning attitude and strategies? If yes, please give a examples. NET’s Effect Toward Taiwanese Students 1 Perceive that leaning can be easy and relax 2 Preview the text book especially the vocabulary 3 Learn to pay attention in the class 4 Speak English more 5 Have higher motivation to learn English 6 Become more diligent 7 Get use to surf the English web side 8 Group study help me more understand the teaching content 9 Like to cheat in English New Supported

[object Object],Analysis of Research Question 3 Q5 Do you have any suggestion for your foreign teachers? Taiwanese Students’ Suggestions for the NET 1 Share more about their living experiences in their country 2 Have more empathy for us 3 Let us know more about the culture difference 4 Need more patient to the students since we are more shy 5 Don’t be too much emotion and subjective 6 Teach us more practical and thoughtful material 7 To know more about our cultural 8 Don’t to be too direct because sometimes that make us feel hurt Supported New

[object Object],Analysis of Research Question 3 Do you have any suggestion for your foreign teachers? Taiwanese Students’ Suggestions for the NET 1 Hope NET can understand some Chinese 2 Use some Chinese to explain certain difficult words or idea 3 Learn some Chinese New

[object Object],Analysis of Research Question 3 Do you have any suggestion for your foreign teachers? Taiwanese Students’ Suggestions for the NET 1 Need more understand our learning need 2 Use more practical and thoughtful teaching material 3 Use more challenge material 4 Pay attention to all the student’s participation in the class activities 5 Pay more attention to the students who seldom speak in the class 6 Pay attention to students grammar error Support

4 Conclusion Pedagogical Implications A Limitations & Suggestions B

Pedagogical Implications ,[object Object],[object Object]

Limitations & Suggestions ,[object Object],[object Object],[object Object],[object Object],[object Object]

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