Seeing English Language Teaching and Learning through the Eyes of Japanese EFL and ESL Students

• Published in: Foreign language annals 2004-03, Vol.37 (1), p.111-124
• Main Authors: Saito, Hiromi, Ebsworth, Miriam Eisenstein
• Format: Article
• Language: English
• Subjects: Classroom communication; Classroom Techniques; College Students; Educational activities; English (Second Language); English as a second language; English as a second language instruction; English language learners; English teachers; Foreign Countries; Foreign language learning; Foreign students; Higher Education; Intensive Language Courses; Japanese language; Language Acquisition; Questionnaires; Questions; Second Language Learning; Second language teachers; Student Attitudes; Student Participation; Teacher Characteristics; Teaching methods
• ISSN: 0015-718X; 1944-9720
• DOI: 10.1111/j.1944-9720.2004.tb02178.x

: To uncover possible barriers to effective communication and learning, this study explored how college‐level Japanese English language learners in English‐as‐a‐second‐language (ESL) and English‐as‐a‐foreign‐language (EFL) contexts viewed their English teachers and classroom activities. Analysis of 100 questionnaires incorporating quantitative and qualitative questions revealed that most Japanese students positively viewed teachers who were open, respectful of other cultures, and willing to adjust classroom content to meet students' needs. Among the differences between ESL and EFL students were ESL students' greater comfort with active participation in class, more time spent in class, physical proximity to teachers, and appreciation of student‐centered behavior. On the other hand, EFL students appreciated teachers who provided native language support and avoided possible loss of face entailed by challenging and unexpected questions.