Comparison of English education policies in east Asian countries

Hao Jan Chen, Ya Shuang Cheng, Ting Ying Kuo, Hsin Yi Lin

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined the English education policies for elementary and junior high schools in Taiwan, China, Japan, and South Korea to evaluate the feasibility of practicing the “Bilingual Nation by 2030” policy in Taiwan, and the English education policies in these countries were compared. This study focuses on the following eight aspects: the starting age of English education, total English lesson hours, English teaching methodology, assigned English vocabulary, English teacher training, native-English-speaking teacher recruitment, textbooks and teaching materials, and future policy. This study provides two major observations: First, three of the aforementioned countries begin English lessons in Grade 3. However, Japan begins in Grade 5. Second, all of the countries currently employ a communicative approach as their English teaching method. This study further provides five suggestions for future policy: First, more advanced English vocabulary should be taught at the elementary school level. Second, the number of English lesson hours for students should be increased. Third, English teachers in Taiwan should utilize artificial intelligence in their teaching of English. Fourth, training courses for English teachers should be improved. Finally, the processes of recruiting and supporting English teachers from foreign countries should be planned appropriately.

Original languageEnglish
Pages (from-to)1-26
Number of pages26
JournalJournal of Research in Education Sciences
Volume65
Issue number1
DOIs
Publication statusPublished - 2020

Keywords

  • Bilingual nation
  • English education policy
  • English teaching methodology

ASJC Scopus subject areas

  • Education

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