Comparison of English education policies in east Asian countries

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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

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.

原文英語
頁(從 - 到)1-26
頁數26
期刊Journal of Research in Education Sciences
65
發行號1
DOIs
出版狀態已發佈 - 2020

ASJC Scopus subject areas

  • 教育

指紋

深入研究「Comparison of English education policies in east Asian countries」主題。共同形成了獨特的指紋。

引用此