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A mixed methods study of “English Corners” funded by the Taiwan Ministry of Education “Program for Promoting Teaching Excellence of Universities”

A mixed methods study of “English Corners” funded by the Taiwan Ministry of Education “Program... AbstractThis 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Applied Linguistics Review de Gruyter

A mixed methods study of “English Corners” funded by the Taiwan Ministry of Education “Program for Promoting Teaching Excellence of Universities”

Applied Linguistics Review , Volume 10 (4): 30 – Nov 26, 2019

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Publisher
de Gruyter
Copyright
© 2019 Walter de Gruyter GmbH, Berlin/Boston
ISSN
1868-6303
eISSN
1868-6311
DOI
10.1515/applirev-2017-0046
Publisher site
See Article on Publisher Site

Abstract

AbstractThis 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.

Journal

Applied Linguistics Reviewde Gruyter

Published: Nov 26, 2019

References