An interview study of perspectives of learners of English as a Foreign Language in the Republic of China

The purpose of this study was to describe and explain the perspectives of learners of English as a foreign language in the Republic of China. The method of inquiry utilized in this study was ethnographic interviewing. An interview instrument was developed with three exploratory questions guiding this study: (1) What elements constitute the perspectives of learners of EFL in the Republic of China? (2) What contextual variables influence the perspectives of learners of EFL in the Republic of China? and (3) What beliefs do learners of EFL in the Republic of China have about their English education which support or are contrary to their perspectives?;The theoretical framework that guided this study was symbolic interactionism. Seventeen participants were selected to participate in this study. Two open-ended interviews were conducted with each of the seventeen participants. Thirty four interviews were conducted over a three month period. Participants' responses were tape-recorded and then transcribed and analyzed utilizing the constant comparative method as described by Glaser and Strauss (1967) in their development of grounded theory.;The major findings were the basis of the construction of a model, which was entitled "A Utilitarian Perspective of Learners of EFL in the Republic of China." The major findings included: (1) A utilitarian perspective evolved from statements provided by the participants regarding two issues: the need to be able to communicate in English, and the need to make changes in EFL education in the Republic of China. (2) Two primary variables influenced participants' perspectives on their English learning experiences: participants' previous EFL education experiences, and the target language country experiences. (3) The majority of participants drew a distinction between what they learned in the EFL classroom and what could actually be put to use when living in the target language country. The data indicated that the achievement in fostering language learners' English reading ability is the strength of EFL education in the Republic of China. However, the four language skills--listening, speaking, reading, and writing have not been equally emphasized, and seemed the most problematic in EFL education in Taiwan, the Republic of China.