This study explored the perceptions of faculty and students at a Taiwanese technical
university regarding its English as a Foreign Language (EFL) environment using both
quantitative and qualitative methodologies. The study survey was designed by the
researcher and sampled 593 freshman EFL students. The qualitative data collection
consisted of interviews with five student members of the quantitative sample and five
of the university‘s EFL instructors to gather more information on their perceptions of
the environment. The entire EFL environment, including its physical, instructional,
and social aspects, was found to be an obstacle to students‘ learning. Students found
the lack of several traits particularly detrimental: native speakers, sufficient teachers,
real-life learning materials, English-language speaking and listening practice, and
multimedia teaching resources. Qualitative findings expanded on this, echoing as a
whole the quantitative data and additionally revealing student passivity, a lack of
learning goals, and teachers‘ unfamiliarity with new teaching methodologies. A
concentration on teacher-centered instruction, grammar, and students‘ lack of free
time reinforced the idea of the classroom being the only place for learning and using
English, rather than including genuine experiences within the community. |