[[abstract]]This study aimed at exploring the status quo and feasible coping strategies of Eng;ish instructional innovation in Taiwan junior high schools--by means of English classroom observations, questionnaire surveys, and interviews with English teachers. Some of the significant findings are as follows: 1. The teaching materials have been really changed as the first step taken for improving English teaching and learning in Taiwan junior high schools. Most English teachers offer more authentic materials for ther students to study. 2. Some private schools adapt some of the organizational systems to copying with instructional innovation by, for example, increasing the periods of English course, shrinking the size of English class, employing native English teachers. 3. Most of English teachers approve of the theory of Communicative Language Teaching; however, only a few put the theory into practice, because of some internal factors and external factors. 4. Most English teachers in public schools empower their professionalism mainly by means of self-directed study, seldom with the help of the Engllsh teaching committee or education authorities.But most private schools and private education organizations are helpful to promoting the professionalism of English teachers. 5. In the public school-improvement context, some of English teachers are committed to instructional innovation, and then the principal offers administrative supports. However, in the private school-improvement context, the principal takes initiative in instructional innovation and offer administrative supports, and then English teachers are to be involved in the innovation. Reflecting on the status quo of instructional innovation and related literature, the researcher works out feasible coping strategies for now-and-future English instructional innovation in Taiwan junior high schools.
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