EFL optimal learning environment: Perspectives of faculty and students in a Taiwanese technical university

This study explored the perceptions of faculty and students at a Taiwanese technical university regarding its English as a Foreign Language (EFL) environment. The study focused on perceptions of authentic learning experiences and identified obstacles to optimal EFL learning, using both quantitative and qualitative methodologies. The study survey was designed by the researcher and sampled 593 cluster and randomly selected freshman EFL students at the Chien-Kuo Technology University. Demographic information, perceived understanding of the importance of learning English, confidence in using English, motivation to study English, and the presence and importance of selected characteristics in the school's EFL environment were aspects of the survey. 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 their learning experience phenomena. The qualitative data analysis described the obstacles and opportunities present in the environment and in creating an understanding of the environment's impact on student motivation, efficacy, and proficiency.; This study synthesized several major findings based on the data. Quantitative results showed that students as a whole were more instrumentally motivated than integratively motivated to study English. Also, non-traditional (older) students were more integratively motivated than were traditional (younger) students. Males in the weekend-study program had the highest confidence in their English usage, but males in the evening-study program had the least. Additionally, the entire EFL environment, including its physical, instructional, and social aspects, was found to be an obstacle to students' learning. Specifically, students named the high student-to-teacher ratio, lack of native speakers, lack of real-life learning materials, lack of English-language speaking and listening practice, and lack of multimedia teaching resources as being particularly detrimental.; The qualitative findings expanded on this, revealing a lack of multimedia equipment in classrooms, too large class sizes, student passivity, lack of learning goals, and teachers' unfamiliarity with new teaching methodologies lessened student motivation and efficacy. A concentration on teacher-centered instruction, grammar, and students' lack of free time reinforced the idea of the classroom being the only place to learn and to use English, rather than including genuine community experiences.