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University Students' Perceptions of English as an International Language (EIL) in Taiwan and South Korea

Journal of multilingual and multicultural development, 2018-10, Vol.39 (9), p.789 [Peer Reviewed Journal]

ISSN: 0143-4632 ;EISSN: 1747-7557 ;DOI: 10.1080/01434632.2018.1438448

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  • Title:
    University Students' Perceptions of English as an International Language (EIL) in Taiwan and South Korea
  • Author: Lee, Ju Seong ; Chen Hsieh, Jun
  • Subjects: College Students ; Cross Cultural Studies ; English (Second Language) ; Foreign Countries ; Intercultural Communication ; Language Attitudes ; Language Variation ; Multilingualism ; Second Language Learning ; Self Concept ; Student Attitudes
  • Is Part Of: Journal of multilingual and multicultural development, 2018-10, Vol.39 (9), p.789
  • Description: This study investigated Taiwanese and Korean students' perceptions of four aspects of English as an International Language (EIL): Current Status of English (CSE), Varieties of English (VE), Strategies for Multilingual/Multicultural Communication (SMC), and English Speakers' Identity (ESI). The authors surveyed a total of 246 non-English majors at one university (N = 105) in Taiwan and at two universities (N = 141) in South Korea. Three major findings were identified in this study: first, these contemporary Far Eastern EFL students positively endorse general concepts of EIL. Second, both groups perceive their English ownership in a similar, positive manner in contrast to their own local varieties such as Taiwanese English and Korean English. Third, English listening materials that include non-native English-speaking (NNES) accents, and interaction between NNESs seem to be less accepted by Korean students than is the case for Taiwanese students. Along with practical suggestions, this study will add new knowledge to the current EIL literature and expand our understanding of this issue across different contexts.
  • Publisher: Routledge
  • Language: English
  • Identifier: ISSN: 0143-4632
    EISSN: 1747-7557
    DOI: 10.1080/01434632.2018.1438448
  • Source: Education Resources Information Center (ERIC)
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