Abstract
This investigation explored Taiwanese university students’ and professors’ perceptions of the effectiveness of “English Corner” in improving second language ability. Qualitative and quantitative data was collected through student attendee questionnaires (n=256); teaching logs (n=2); and teaching excellence university professor questionnaires (n=70). Item analysis and factor analysis was conducted to uncover factors affecting students’ perceptions of English Corner and qualitative content analysis using In Vivo and Emotion coding revealed themes affecting “English Corner” success or failure. Overall, findings indicate “English Corner” has the most influence on students’ willingness to speak in English and their enjoyment in speaking English. These results are encouraged by administration supported flexible teachers that apply various scaffolding techniques during lessons. However, analysis also indicated that success of “English Corner” is highly contextualized, with professors from teaching excellence universities possessing a dichotomized view of “English Corner” effectiveness.
Acknowledgements
A heartfelt thanks goes to all the students, teachers, and professors that were willing to participate in this research. I am also thankful to my colleagues who provided expertise including: Dr. Chian-Wen Kao, Ms. Wei-Hua Wu, Ms. Siou-Lan Wang, and Dr. Yirng-Hurng Liauh.
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© 2019 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Effects of age and education on variable but native heritage grammars: Theoretical and empirical implications for the Null Subject Parameter
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- Does empirical data from bilingual and native Spanish corpora meet linguistic theory? The role of discourse context in variation of subject expression
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Articles in the same Issue
- Frontmatter
- Effects of age and education on variable but native heritage grammars: Theoretical and empirical implications for the Null Subject Parameter
- Interpreting mood choice effects in L2 and L1 Spanish: empirical evidence and theoretical implications
- Does empirical data from bilingual and native Spanish corpora meet linguistic theory? The role of discourse context in variation of subject expression
- English for sale: Using race to create value in the Korean ELT market
- Language tests and neoliberalism in “global human resource” development: A case of Japanese Universities
- A mixed methods study of “English Corners” funded by the Taiwan Ministry of Education “Program for Promoting Teaching Excellence of Universities”
- Questions about CLIL which are unfortunately still not outdated: A reply to Pérez-Cañado
- Effects of recasts and form-focused instruction on the acquisition of novel vocabulary
- A translanguaging view of the linguistic system of bilinguals
- The relationship between English proficiency and humour appreciation among English L1 users and Chinese L2 users of English
- Beyond ‘(non) native-speakerism’: Being or becoming a native-speaker teacher of English
- “So, why do you sign?” Deaf and hearing new signers, their motivation, and revitalisation policies for sign languages
- Microaggressions as speech acts: Using pragmatics to define and develop a research agenda for microaggressions