The importance of learning English to find success in today’s global community has never been more vital. However, choosing the best method for teaching English language skills in the second language (L2) classroom is still open for debate. This paper examines L2 strategies for teaching English in Taiwan. More important, it examines the notion that English as a Foreign Language (EFL) training in Taiwan could be made more successful by incorporating more effective EFL teaching strategies, including a communicative, or creativity based methodology for second language learning. EFL teaching methodology in Taiwan has and continues to emphasize a teacher centered learning strategy for L2 instruction, one where students do not question the instructor’s opinions or authority—a learning environment where students heavily rely on memorization, where creativity and critical thinking take a back seat in the classroom learning environment, in many ways a receptive style methodology. This paper will attempt to identity and examine what factors determine why Taiwanese teachers continue to rely on the teacher centered approach to L2 training— emphasizing a receptive methodology to EFL instruction, as opposed to a more creative, or communicative approach emphasizing critical thinking and creativity. Data from this study is derived from interviews of multiple Taiwanese university students currently studying in United States. Data is also drawn from the writings of leading researchers and scholars as amplified upon in the literature review section and related discussions. This paper first examines some of the underlying concerns associated with Taiwanese L2 training programs and related EFL research. It also reviews the results of data analysis of student interviewee responses, which point to two main problem areas, or themes, which negatively impact Taiwan L2 training strategies: 1) an over emphasis on teacher centered instruction or a lecture only lesson 2) an over emphasis on student memorization as a learning technique, which may lead to an absence of critical thinking and creativity in the L2 learning environment. Discussions also examine how more effective elements of EFL teaching methodology may positively impact L2 training in Taiwan. The findings of this paper will hopefully add a positive perspective regarding L2 training in Taiwan as well as improve study experiences for those Taiwan students seeking to further their educational opportunities in America

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