A Qualitative Study Exploring the Content Learned in English as a Foreign Language Classes Taught by Native Speakers

| October 16, 2012
A Qualitative Study Exploring the Content Learned in English as a Foreign Language Classes Taught by Native Speakers

Keywords:  case study, culture, content learned in EFL class, English education

Michelle Kawamura

Kwansei Gakuin University

Pin-hsiang Natalie Wu

Chien-kuo Technology University

Bio Data
Michelle Kawamura is a lecturer at Kwansei Gakuin University, Japan. She has been teaching English for over 15 years and promoting cross-cultural awareness among her students. She believes that integration of cross-cultural understanding and communication via technology using English as a medium of communication is critical in preparing our students in today s globalizing world.
Pin-hsiang Natalie Wu, Ph.D., is an assistant professor at Chien-kuo Technology University, Taiwan. She has been teaching English for over 16 years, having much experience with cross-cultural English learning via asynchronous computer-mediated communications among Asian L2 learners. Her work in EFL instruction stems from her interest in incorporating electronic media to stimulate talks among English learners of different countries, including Japan, Taiwan, Hong Kong, West Africa and South Korean. She also has academic interests in applying new technologies to the teaching of L2 literature.

English as a Foreign Language (EFL) study is now a compulsory and necessary curriculum in most of the non-native English-speaking countries. The number of English users outside of the mainstream English speakers is growing globally due to continued economic development globally, international social interactions, and global humanitarian involvement. Teachers of English as a foreign language need to recognize this phenomenon and deliver their instructions accordingly. This research paper examines two case studies of the students perceptions of English learned in their English classes conducted in Japan and Taiwan. This research will answer the question as to what extent the university students learned beyond the traditional grammar and reading-focused English classes. Using a qualitative phenomenological approach, data from students focus group interviews will be coded into themes to identify the content of instructions in their English as a foreign language classes. This paper will explore and compare the contents conducted in the English as foreign language classes by examining students interview data.

[private] See page: 39-54

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