Perceptions regarding foreign teachers teaching English in Taiwanese English language schools (China).

摘要

Foreign English language teachers in Taiwan appear to play a major role in the teaching of ESL. It seemed logical to collect data on the perceptions that directors of English language schools, foreign teachers of the English language, and parents of students who attend English language schools have about the necessity and qualifications of foreign English language teachers.; The purpose of this study was to identify why Taiwan needs foreign English teachers to teach Taiwanese students English as a Second Language. The study also compared and determined the perceptions of language school directors, foreign teachers, and parents regarding foreign teachers teaching English in Taiwan.; The population for this study consisted of 465 English language schools with 476 foreign teachers who taught English in Kaohsiung City, Taiwan, from April 2003 to April 2004. A survey was used to collect data from a random sample of 215 directors of English language schools, 215 foreign teachers teaching English, and 215 family units of students attending English language schools in Kaohsiung, Taiwan.; Data collected from the completed survey instruments were tabulated and analyzed to respond to the research questions posed for this study. Descriptive and inferential analyses including frequencies, percentages, means, and analyses of variances (ANOVAs) were used to determine if significant differences in perceptions regarding English teachers teaching English in Taiwan existed among directors, foreign teachers, and parents.; Major conclusions emerging from the study included the following. First, most foreign English teachers were satisfied with their salary, working environment, and life in Taiwan. School directors and parents were also satisfied with foreign English teachers' performance. Second, parents were remarkably aware of the importance of foreign English teachers' credentials and experience, such as degree in English Language Arts, Early Childhood Education, ESL training, and teaching experience. Third, few foreign English teachers' majors were in education or English, and most foreign English teachers were primarily from Canada and America.