This document summarizes a research study on Taiwanese students' perceptions of native English-speaking teachers' teaching content. It includes: 1. An introduction providing background on cultural influences on learning styles and preferences. It states the research questions on differences in expectations/experiences and how students and teachers adjust. 2. A literature review discussing cultural gaps in learning/teaching, Western teachers encouraging critical thinking, and the need for cultural responsiveness. 3. A methodology section describing the participants, data collection through questionnaires and interviews, and data analysis using SPSS and t-tests. 4. Appendices including the questionnaires on students' preferences and perceptions, and interview questions for teachers and students.

1. Students’ Perceptions toward Native
Speaking English Teachers’
Teaching Contents in Taiwan
Instructor : Dr. Pi-Ying Teresa Hsu
Advisor : Dr. Chin-Ying Lin
Presenter : Wallis Tey
Date : 2015 / 6 / 8

2. 1. Introduction
2. Literature Review
3. Methodology
Content

3. Introduction
Background and Motivation
Statement of the Problem
Purpose of the study
Research Questions

4. Learning preferences tend to vary with cultures.
Students from different cultures might exhibit
different learning styles and prefer different learning
approaches due to distinct cultural influences and
social effects.
(Park, 2000: Richardson, 1994)
Introduction
Background and Motivation

5. The culture influences their thoughts and values
about what constitutes proper learning / teaching
behavior, which, in turn, affect how they learn / teach
language.
(Byram & Morgan, 1994)
NESTs expect their students to be more critical and
independent learners.
(Cortez & Jin, 1996)
Introduction
Background and Motivation

6. NESTs should be aware of Asian ESL / EFL students’
learning motivations, needs, and interests in order to
understand differences in cultural values and
language learning that affect their classrooms.
(Ballard & Clanchy, 1997)
Many researchers have explored Asian students’
adjustments in the oversea academic setting.
(Kambutul & Nganga, 2008)
Introduction
Statement of the Problem

7. To investigate if the way of instruction
Taiwanese students preferred matched their
learning experiences in NEST speaking course.
To explore the effect of Taiwanese students’
learning expectations on NESTs, using
questionnaires and interviews.
Introduction
Purpose of the Study

8. What are the differences between the expectations and actual
experiences of Taiwanese English majors concerning the
teaching content in an English conversation class taught by a
NEST at a university of technology in central Taiwan?
How do Taiwanese English majors and their NEST adjust to
each other in the class?
Introduction
Research Questions

9. What are the differences between the preferences and
actual experiences of Taiwanese English majors
concerning their NEST’s teaching approaches in the
English conversation class?
How did Taiwanese students and their NEST teacher
adjust to each other in one English speaking course?
Introduction
Research Questions

10. In language learning and teaching environments,
academic culture gap is regarded as an “invisible
yardstick” which shows teachers’ teaching approach,
content and students’ learning style, expectation and
preferences in classroom.
(Rasekh &Valizadeh, 2004)
Literature Review

11. Other researches emphasized that Western teachers
are more willing to tolerate students’ different point
of views in learning and they more often encourage
students to express themselves and think critically.
(Chen; Neuygen, Terlouw & Pilot, 2006)
Literature Review

12. Teachers and students have to be culturally
responsive, culturally respective, culture - sensitive,
culturally rooted and culturally relevant.
(Biggs, 1998)
Few studies has certain limitations, might not be
generalized to native English-speaking teachers and
Taiwanese students population as a whole.
(Lin, Hu & Tsai, 2010)
Literature Review

13. • Participants
• Data Analysis
• Questionnaire (Appendix A, B, C, D)
Methodology

14. English majors
students from
3 different
universities
Questionnaire&
Interview
Native
Speaking
Teachers
Methodology
Participants

15. • SPSS 18.0 will adopt to analyze the quantitative data
in this study.
• T-test will use for data processing and analysis.
Methodology
Data Analysis

16. Skills and Knowledge in
English Learning Field
In the English conversation
class, I want to learn or
improve my….
Stronglyagree
Agree
Nocommend
Disagree
Stronglydisagree
1 Abundant vocabulary 1 2 3 4 5
2 Knowledge of Modern technology and internet 1 2 3 4 5
3 English grammar 1 2 3 4 5
4 Western culture 1 2 3 4 5
5 English slang/idioms 1 2 3 4 5
6 English oral capability 1 2 3 4 5
7 English pronunciation skills 1 2 3 4 5
8 English listening comprehension skills 1 2 3 4 5
9 English communication skills 1 2 3 4 5
10 English reading skills 1 2 3 4 5
I. The comparison
of what students
wanted to learn and
what they had learned in
their native English
teacher’s English
conversation classes.
Appendix A

17. Skills and Knowledge in
English Learning Field
In the English conversation class, I
want to learn or improve my….
Stronglyagree
Agree
Nocommend
Disagree
Stronglydisagree
11 English writing skills 1 2 3 4 5
12 English certificate exam skills 1 2 3 4 5
13 Computer skills (e.g., PPT) 1 2 3 4 5
14 The capability of independent study 1 2 3 4 5
15 The capability of applying knowledge 1 2 3 4 5
16 The capability of learning from errors 1 2 3 4 5
17 The capability of critical thinking 1 2 3 4 5
18 The capability of expressing myself 1 2 3 4 5
19 Brainstorming and imagination 1 2 3 4 5
20
The capability of asking questions and
answering questions correctly
1 2 3 4 5
21
The others things that I want to learn or strengthen in the NESTs’ classes are, for
example：
I. The comparison
of what students
wanted to learn and
what they had learned in
their native English
teacher’s English
conversation classes.
Appendix A

18. II. Taiwanese
University students’
preferences in
English teaching
approaches in their
native English
teachers’ English
conversation
classes.
English teaching approaches
The teaching approaches
I prefer in the English
conversation class are
that…..
Stronglyagree
Agree
Nocommend
Disagree
Stronglydisagree
1 The NEST in class is humorous. 1 2 3 4 5
2 The NEST follows the syllabus strictly. 1 2 3 4 5
3 The NEST has empathy for students. 1 2 3 4 5
4
The NEST employs multimedia resources(e.g., internet,
computer)
1 2 3 4 5
5
The NEST gives students enough time to think and answer
questions.
1 2 3 4 5
6 The NEST can answer student’s questions in detail. 1 2 3 4 5
7 The NEST will not force students to ask questions in class. 1 2 3 4 5
8
The NEST gives a lecture and students follow that through
the whole class.
1 2 3 4 5
9
The NEST focuses on the textbook and provides few extra
references.
1 2 3 4 5
10 The NEST can understand Chinese. 1 2 3 4 5
11 The NEST can use Chinese to explain certain words. 1 2 3 4 5
12
The NEST can correct student’s errors when we speak
English.
1 2 3 4 5
Appendix B

19. II. Taiwanese
college students’
preferences in
English teaching
approaches in their
native English
teachers’ English
conversation
classes.
English teaching approaches
The teaching approaches I
prefer in the English
conversation class are
that…..
Stronglyagree
Agree
Nocommend
Disagree
Stronglydisagree
13
The NEST teaching approaches are proceeding in an orderly
way. 1 2 3 4 5
14
The NEST has students practice text dialogs and sentence
patterns repeatedly. 1 2 3 4 5
15 The NEST focuses on student’s speaking fluency. 1 2 3 4 5
16 The NEST focuses on student’s speaking accuracy. 1 2 3 4 5
17
The NEST adjusts his/her teaching content and approaches
based on students’ interests/needs. 1 2 3 4 5
18 The NEST gives remedial classes based on students’ levels. 1 2 3 4 5
19 The NEST assigns students’ individual homework /projects. 1 2 3 4 5
20 The NEST assigns students’ group homework / projects. 1 2 3 4 5
21 The NEST has group discussions in class. 1 2 3 4 5
22 The NEST plays the role of facilitator during group activities. 1 2 3 4 5
23
The NEST can give a summary and conclusion at the end of
the group discussion. 1 2 3 4 5
24
The other English teaching approaches that I like are：
Appendix B

20. IV. Personal Information
Gender:
□ Male □ Female
2. Years in the college:
□ First year □ Second year □ Third year □ Fourth year
Student number:_________
4. Hours of English class per week:
□ 0 hour □1-2 hours □3-4 hours □ more than 5 hours
5.How long have you been studying English?
□ 0-5years □ 5-10 years □10-15 years □ more than 15 years
□ other__________
6. Do you have any English certifications (choose all that apply)?
□No
□Yes:
□GEPT-Elementary (first exam) □GEPT-Elementary (second exam)
□GEPT-Intermediate (first exam) □GEPT- Intermediate (second exam)
□GEPT-high-Intermediate (first exam) □GEPT- high-Intermediate (second exam)
□ TOEIC score________ □ IELTS score________ □ TOEFL score________
Would you agree to participate in a further interview?
□No
□Yes:
Name:______________________
Phone number:_______________
E-mail address:_____________________________________________
============= THE END============
Appendix B

21. Appendix C
Interview Questions – Native English-Speaking Teacher
1. What were your expectations about Taiwanese students’ learning in your English speaking
class?
2. What aspects of teaching your Taiwanese students make you feel confused?
3. What do you think about your Taiwanese students’ learning attitudes?
4. What are the strengths/weaknesses of your Taiwanese students?
5. What do you think about their scores on mid-term/final exams?
6. What do you think about their responses/answers to questions in your class?
7. Are you satisfied with the students’ answers/responses in class?
8. Would you evaluate your students more positively or negatively in comparison to your
expectations?
9. What do you think about the students’ learning situation in class?

22. Interview Questions – Taiwanese Students
1. What were the differences between your expectations and the reality of the
English speaking class?
2. What do you think about your learning/teaching situation in class?
3. Does the native English-speaking teacher’s teaching style match your learning
preferences and expectations?
4. Does the teacher bring cultural issues into class? Do you enjoy this or not?
5. What suggestions can you offer for native English-speaking teachers in Taiwan?
Appendix D