Textbooks play a critical role in Taiwan’s EFL classes. Teachers rely on textbooks to create and develop lessons and classroom activities. Since 1996, Taiwanese K-12 textbooks can be purchased from local private publishers, but they have to be sent to the Ministry of Education for final approval. These influential commercial products lead to the question of what information is transmitted in such texts. The purpose of this study is to examine what and how neoliberal core values of business and entrepreneurship are presented in Taiwan’s English as a foreign language (EFL) textbook. Three chapters related to these themes in one of the best-selling EFL commercial textbooks at the high school level published by a Taiwanese publisher in 2020 are chosen for analysis. Content analysis of the data shows that the texts transmit a positive image of business values and promote successful entrepreneurship and celebrity culture. They repeatedly narrate that superior services are of utmost importance to make great profits, and that anyone can become a celebrity and successful entrepreneur if they persist, work hard, and do not fear failure. The characteristics of entrepreneurship such as taking initiative, adaptability, acceptance of risk, and persistence are frequently emphasized in the texts.

The English language is widely disseminated globally, where it is the major medium of cross-communication in international/intercultural contexts. The purpose of this study is to assess (1) non-English major college students' self-perceived overall English proficiency, speaking confidence, and communication anxiety/apprehension (CA) in EFL classes; (2) the most- and least-used types of student EFL communication strategies (CSs); (3) the interrelation between the choice of CSs, self-perceived overall English proficiency, speaking confidence, and CA; and (4) the significant predictors affecting CA. A total of 333 students with non-English majors at a private university in Taiwan participated in this study. Participants filled out two questionnaires that used moderations of the Oral Communication Strategy Inventory (OCSI) and the Communication Apprehension Subscale (CAS). Results found that students tend to perceive their English proficiency and speaking confidence as low and their anxiety in speaking English as high. The higher number of CSs used by students included message abandonment, non-verbal, and social effective strategies and the least-used types were "attempt to think in English" and "accuracy" strategies. The OCSI choices were found to have significant positive or negative correlations with the three variables of CA, self-perceived overall English proficiency, and speaking confidence, which is also significantly correlated with each other.

English language is being used as the medium of communication in a wide variety of international and intercultural settings.This implies that English language teaching should help students develop linguistic skills to communicate and enhance intercultural understanding, which has placed a new demand on teachers.The purposes of the study are to develop an understanding of Taiwanese English language teachers' (1) beliefs about English as a Foreign Language (EFL) and intercultural learning and (2) difficulties they face in incorporating intercultural learning into their teaching practices.Data were collected by teacher questionnaire surveys and interviews.Fifty EFL high school teachers in Tainan City participated in this study, 25 of which agreed to participate in interviews and be observed in their classrooms.Results found that these teachers are willing to achieve intercultural learning objectives.But in reality, they rely heavily on textbooks for their teaching and devote most of their time to language teaching rather than cultural teaching.

The world has increasingly become a global village in the 21st century, as people from different cultures and countries have more opportunities for close contact and interaction with each other. The purpose of this study was to develop an understanding of (1) the level of intercultural sensitivity and EFL interests and (2) whether the degree of intercultural sensitivity (including its subcomponents) and EFL interests differ according to students’ demographic characteristics, including students’ academic majors, duration of learning English, frequency of traveling to other countries, and gender. A total of 1191 college-aged students (558 males, 633 females) participated in this study. Participants filled out a battery of questionnaires, including the Intercultural Sensitivity Scale (ISS) and Interest in Foreign Language Scale (IFLS). Results found that the degree of intercultural sensitivity (including its four subcomponents) and EFL interests differ according to certain demographic characteristics.

Appears in: EDULEARN20 Proceedings Publication year: 2020Page: 6548ISBN: 978-84-09-17979-4ISSN: 2340-1117doi: 10.21125/edulearn.2020.1714Conference name: 12th International Conference on Education and New Learning TechnologiesDates: 6-7 July, 2020Location: Online Conference

Appears in: EDULEARN20 Proceedings Publication year: 2020Page: 6547ISBN: 978-84-09-17979-4ISSN: 2340-1117doi: 10.21125/edulearn.2020.1713Conference name: 12th International Conference on Education and New Learning TechnologiesDates: 6-7 July, 2020Location: Online Conference

The development of travel opportunities and technology in the 21st century has brought people from different cultures and countries more opportunities to closely interact. The purposes of the study are to assess the degree of Taiwanese college students’ intercultural sensitivities, ethnocentrism, and attitudes toward native English speakers (NES) and English-as-a-foreign language (EF) interests. This study also examines the interrelationships between intercultural sensitivities and a range of variables (learners’ ethnocentrism, EFL interests, and attitudes toward NES) and the significant predictors affecting the development of intercultural sensitivity. A total of 1191 college students participated in this study. Three instruments, the Intercultural Sensitivity Scale (Chen and Starosta in Hum Commun 3:1–15, 2000 ), the General Ethnocentrism Scale (Neuliep and McCroskey in J Intercult Commun Res 31:201–215, 1997 ), and the Attitudes and Motivation Test Battery (Gardner et al. 1974 , London, Ontario: University of Western Ontario) were modified and used for data collection. Descriptive statistics, t test, correlational analysis, and Multiple Regression were employed for data analysis. Results found that among four dimensions of intercultural sensitivity, the highest correlations are between learners’ interaction engagement and confidence. EFL interests, attitudes toward NES, and ethnocentrism are significantly related with intercultural sensitivity, where each variable is a significant predictor for intercultural sensitivity development.

One of the very great services a journal can perform is to provide collegial feedback to authors. We are especially fortunate for the quality of reviews done and frequently receive plaudits from authors who appreciate the detailed critique of their work. We pass these along when we can. We believe that this service to individuals and to the journal is also a service in the field. This listing is our way of publicly acknowledging our reviewers’ contributions. To all our reviewers from 1 July 2015 to 30 June 2016, thank you.

The purpose of this study is to evaluate linguistic and cultural issues around the status of English as a lingua franca and intercultural understanding as presented in one set of Taiwan's (English as a Foreign Language (EFL) high school textbooks. The methodology centres on the analysis of textbook content as categorized in three central themes: (1) the status of English language in international communicative settings; (2) intercultural/interpersonal understanding and diversity in English language texts; and (3) the linguistic and cultural effects of globalization on Taiwan and the world. Results found that the textbooks generally legitimate the hegemony of American English and British English as the only acceptable varieties or standard forms of the language. Furthermore, most of the texts are limited to specific aspects of societal issues and regions that represent influential cultures and their commercial commodities. The United States receives the most attention, followed by the United Kingdom and certain dominant Western European nations, where the image of ethnic and cultural homogeneity prevails in the texts. Most content focuses on reporting achievements, cultural practices, and perspectives of dominant groups in the United States, Great Britain, and Europe with little or no critical analysis of content.

Learning about foreign language (FL) cultures is becoming an important objective in the FL curricula and national standards of different countries throughout the world. The purposes of the study were to examine the effects of the cultural portfolio project on (1) students’ specific aspects of development of cultural knowledge and change in perception of native English speakers and their cultures; (2) students’ self-awareness, evaluation, and modification of stereotypes toward the target cultures; and (3) students’ change in perception of and attitude toward cultural learning. Data were collected through students’ cultural portfolio projects, pre- and post-questionnaires, classroom observation, and interviews. Results indicated that instead of memorizing cultural facts, students experienced an active process of constructing knowledge. Most students commented that their views toward native-English-speaking cultures and language learning had been changed after completing the cultural portfolio project, for instance by moving from an ethnocentric view to respect cultural differences, becoming more aware of diversity within culture, and understanding that the media presents the surface culture of native-English-speaking countries.

The integrated-skill approach which incorporates reading, writing, listening, and speaking has become a dominant trend in EFL teaching. The purpose of this study was to examine how the ISA is being used in Taiwan's EFL college courses and how the instructor perceives its benefits and obstacles. Data was collected through semiformal interviews with the instructor and classroom observation. Results indicate that the instructor shifted from the skill-based approach to the integrated-skill approach. She employed a variety of task-based activities and authentic text materials to help students learn English in authentic contexts as well as deepen cross-cultural understanding. Although the results are encouraging, the instructor encountered some difficulties, such as students' deficiency in spoken language.

Learning about foreign language (FL) cultures is becoming an important objective in the FL curricula and national standards of different countries throughout the world. The purpose of the study was to examine the effects of the cultural portfolio project on: (1) students' concept development in their perceptions of the target language culture and their own; (2) students' evaluation of stereotypes towards English‐speaking cultures; and (3) students' self‐awareness and perception of EFL (English as a foreign language) and cultural learning process. Data were collected from students' cultural portfolio projects, classroom observation, and interviews. Results indicate that through the cultural portfolio project, students engaged in active learning, gained insight into specific aspects of the target language cultures and became more aware of the diversity within these cultures, and developed their ability to think critically instead of automatically accepting cultural information.

The emergence of the incorporation of culture into EFL education is a growing trend in Taiwan. The purpose of the study was to examine: (1) the effects of the ethnographic interview project on Taiwanese Students' cognitive development in understanding native English speakers and their cultures; (2) changes in students' self-awareness and understanding of both the target Culture and their own, and (3) students' perceptions of the ethnographic interview project employed in EFL college classes. Data were collected through pre-post questionnaires, oral and written reports, classroom observation and interviews. Results indicated that participation in the ethnographic interview project helped facilitate the development of cross-cultural awareness and communication skills by providing opportunities for Students to gain insight into the values of target language countries, learn to view their own Culture in new ways, increase their confidence in using English to communicate and view authentic communication as the goal of EFL learning. The majority of the participants saw the ethnographic interview project as all effective means of facilitating intercultural/interpersonal communication and understanding.

Textbooks play a central role in Taiwanese education. In the wake of the political reform and social protest movements of the 1970s and 1980s that led to Taiwanese educational reform, critics assert that traditional textbooks reinforce the dominant national Chinese cultural identity without considering the specific perspectives and voices of different gender, cultural, and ethnic groups. The study's purpose is to examine how political and ideological issues were represented in nationally standardized grade-four social studies textbooks from 1978 to 1995; how the textbook portrayed the history of cultural and ethnic groups as well as both genders in Taiwan; and whether the ideology changed because of political and socioeconomic pressures. In order to explore this question, two series of textbooks were examined. The first series was published between 1978 and 1989, the second between 1989 and 1995. Two social studies textbooks from each series were examined. The study's theoretic framework centers on the relationship between legitimated knowledge and the textbooks, employing the methodology of textbook analysis. Three themes were examined: (1) Taiwan's historical development, (2) national identity and nationalism, and (3) ethnic and gender studies. Two analyses were applied in each theme: (1) story-line analysis and (2) language analysis.

The integrated-skills approach (ISA), which incorporates the four language skills-reading, writing, speaking, and listening-has become a dominant trend in FL college instruction in Taiwan. The purpose of the study was to examine how the ISA is being used in Taiwan’s EFL college classes, develop an understanding of students’ satisfaction with the integrated-skill class and authentic activities, and determine if students’ views about separated-skill instruction changed during the year of coursework. Data were collected from a questionnaire survey, interviews of students, and classroom observation. The results indicated that the instructor provided a wide range of authentic materials and class activities, allowing students to interact with texts and each other in a seamless integration of the four language skills. 90% of students recommended continuing to implement the ISA in class for the next academic year. Survey and interview data revealed that under teachers’ class structures, students changed their views on EFL instruction.

Taiwanese textbooks play a central role in Taiwanese education. In the wake of the political reform and social protest movements of the 1970s and 1980s that prompted Taiwanese educational reform, critics have charged that traditional curricula tend to reinforce the dominant national Chinese cultural identity. The purpose of this article is to review recent research on the complex ideological processes in Taiwan's school curriculum. The article begins with an overview of the political and social impact on social studies curricula in Taiwan from 1949 to the present, followed by a theoretical discussion of the interrelationship between school curriculum and political ideology using an analysis of Taiwanese textbooks as evidence. The article then suggests a number of classroom practices and methodologies for elementary and secondary school teachers in social studies classes.

Due in large part to the trends towards economic globalization, English has become the most widely disseminated and ubiquitous international language. The purpose of the study was to investigate what Taiwan’s EFL teachers at the elementary level believe about the policy of English as a compulsory subject and how they perceive the benefits and obstacles of the policy’s implementation. Ten elementary English teachers in Tainan City and its suburban areas participated in this study. Data were collected through teachers’ interviews, classroom observation and document analysis. Results found that all ten teachers agreed with the policy for English as a compulsory subject at the elementary level. They observed both positive and negative sides of this top‐down policy. Classroom observation and interview data revealed that EFL teachers had to plan their English classes with the constraints on a large class of students with mixed levels of proficiency, limited teaching hours and resources. Parents’ expectations of and attitudes towards English learning also became an obstacle.

Taiwanese textbooks play a central role in Taiwanese education. Teachers rely on the textbooks to develop lessons as well as the majority of the content of their classes. The purpose of this article is to explore the historical development of the political and ideological complexities in Taiwan's social studies curriculum. The article begins with an overview of Taiwan's history and population, followed by a discussion of the political and social impacts on Taiwan's social studies curriculum and textbooks from 1949 to the present. The theoretical interrelation between legitimised knowledge and school curriculum is discussed in relation to these issues.