The language learning preferences of EFL students are often assumed and not readily understood by foreign teachers. This study sought to determine the types of language learning classroom activities preferred by adult learners of English in Taiwan. Student responses were then compared with responses from native-speaking teachers of EFL.

"This study examines how Taiwanese students learn English (L2) and how Taiwanese teachers teach English (L2) in Taiwan. Through an overview of the school system and examination system in Taiwan, it explores how both students and teachers are under great pressure to learn and teach English (L2). Both Taiwanese teachers and students are eager to increase their understanding of English (L2) texts. Unfortunately, however, very few college instructors offer reading strategies to their students. Because college students have basic English knowledge, teachers do not necessarily focus on vocabulary and grammar. It is recommended, therefore, that teachers focus on teaching reading skills and implement reading activities in class in order to activate learners' top-down and bottom-up knowledge which helps students comprehend the English (L2) texts quickly and accurately. The researcher designed five reading classes according to reading skills that offer Taiwanese teachers direction to effectively teach college level Taiwanese students English (L2) reading. In addition, four Taiwanese students who are at the university level in the United States were interviewed about (1) their background, (2) their experience learning English reading in Taiwan, (3) their experience learning English reading in the United States, and (4) the differences between Chinese (Ll) and English (L2) for Taiwanese student is found. Three interviewees indicated that reading strategies taught in the U.S. helped improve their L2 reading for academic progress. However, one interviewee did not feel that reading skills helped her because she had already acquired strategies in L1, which helped her read in L2. Recommendations for change in L2 reading methodology in Taiwan are offered"--Document.

Ke’s book examines and reflects on English education in Taiwan from a global English perspective, starting with a discussion on globalization and global Englishes. English education in Taiwan has gone through various major transformations since the intensification of globalization after the 1990s. On one hand, children start to learn English ever earlier while on the other hand, the curriculum and materials in the vocational schools and at the tertiary level become diversified to meet various specific needs of English use. Internationalization of education has brought increasing numbers of international students, and the roles of English in Taiwan are changing constantly with the dynamic environment, from a foreign language to a lingua franca, medium of instruction, and an international language. In his book, the author documents the historical development of education and the roles of English in Taiwan before reviewing curriculum reforms and changes in the past half century. He then presents teachers' and students’ perceptions on global Englishes. He proposes global Englishes' pedagogies and his views on what changes can be made to textbooks, learning materials, entrance exams, translation, and the linguistic environment. Practical suggestions to English education in Taiwan in the globalizing context serve as a tentative conclusion for the book. Offering insights into English education and its relationship with globalization, Ke’s book will be useful to researchers and students in the fields of global Englishes and English education as well as offering practical pedagogical suggestions for English educators around the world.

Since the Teacher Education Act was in place in 1994, student teachers were educated through diverse educational institutions instead of the traditional normal schools (Taiwan’s equivalent of teachers’ colleges). But such market-based teacher education has been altered by politics, society and culture in the direction of government-controlled teacher education, particularly in the quality evaluation of teacher education. Taiwan maintains teacher education quality by controlling the number of teachers, using teacher assessment to eliminate teachers who are not up to standard, evaluating teacher education institutions, evaluating professional development of teachers to raise elementary and secondary teacher quality. This book uses Taiwan as a case study to analyze the transformation of teacher education in a country which goes through political, economic and societal transitions, along the axis of state regulation vs marketization. It analyzes the uniqueness of Taiwanese teacher education for international reference, and draws implications for teacher education policies in the context of education reform. The Formation of Two Approaches to Teacher Education Teacher Education Policy and Policy Direction in Taiwan The Ideology, Implications, Applications of Teacher Profession Standards The Teacher Education Strategic Alliances in Taiwan This book will interest policy makers, researchers and students in the field of education, especially in teacher education and comparative education.