| East Asian students are often perceived as quiet, disciplined, and academically successful. However, they may not possess the social and cognitive skills required for optimum engagement with interactive instruction leading to academic and social challenges. The purpose of this naturalistic study was to describe the English language learning styles of Taiwanese high school students in two different instructional contexts. In addition, the research focused on the sociocultural influences of Confucian beliefs on these students' perceptions of themselves as language learners.;Students from two freshman English classes in a Taiwanese high school were observed and surveyed in Phase I. Ten students selected through maximum range sampling participated in interviews and reading strategy instruction during Phase II. Data included classroom observation, surveys, field notes, instructional artifacts, and interviews with the selected participants. Data were analyzed using constant comparison methods (Huberman & Miles, 1998). Interpretations were drawn using social constructivist perspectives and two aspects of Yum's analysis of Confucian influences, respect of group harmony and reciprocal social interaction.;In the traditional teacher and textbook dominated class instruction, the participants were reticent and reserved whether they used English or Chinese. They primarily learned English as a group, seldom offering ideas individually and avoiding criticism of their peers. During reading strategy instruction, their participation in discussions increased when the group was smaller and their relationship with the instructor and peers became more personal. During the interviews, many of them expressed particular feelings of self-deprecation when describing their English abilities or learning methods. However, they show strong desire to learn English with more authentic materials and to use it to communicate in meaningful contexts. Overall, the findings show the learners' self-submission to the hierarchical authority common in Confucian society. Recommendations for instruction and further research center on influences of learners' cultural experiences on language and literacy education. |
