In the field of L2 (second language) learning motivation, most studies have focused on English since it is one of the most important international languages in the world, while few have explored students’ motivation to learn languages other than English (LOTEs) or an L3. The literature on L2 motivation raises the issue of the need to compare the similarities and differences between learning a second language (L2) and a second foreign languages (or L3). English departments at Taiwanese universities require students to begin studying an L3 in their second or third years of study. However, the motivations for these students to learn L3s remain underexplored. This study addresses this gap in the literature. A standardized questionnaire was completed by 150 students in technological universities in Taiwan. The findings reveal five new factors that motivate students to learn L3s: self-accomplishment and expanding horizons, visions of being fluent in the L3, career orientation, interpersonal and social influences, and personal development, which are different from our perceived concept of traditional L2 motivation theories. Besides factors that might also apply to L2 learners’ motivation, the study also highlights issues of insufficient course sessions and unsystematic curriculum mapping as having negative effects on their motivation. The findings can be used as a reference to improve curricula.

The English Graduation Benchmark (EGB) is a common criterion adopted by many universities in Taiwan, including both comprehensive and technology universities to monitor their graduates’ English ability. However, this common criterion has caused some debates in recent years about its appropriateness and fairness to students from less advantageous backgrounds. Some universities have decided to stop this policy in practice. This study aims to investigate technology university students’ perspectives and attitudes towards the EGB, as well as to compare and contrast the opinions of students from English and non-English departments. A quantitative method was adopted for this study. The questionnaire included: (1) Participants’ background information, (2) their experience of taking the proficiency tests, and (3) their thoughts on the EGB policy. In total, 360 students participated in this study. The results showed that most technology university students agreed with the establishment of the EGB. Students from English and non-English departments had positive attitudes because the benchmark motivated them to learn English in some way. Last but not least, technology university students considered the EGB to be useful for their future career development. This paper considers the possible implications of these findings for universities and the government, and suggests how they might re-conceptualize their policies to make them more sustainable.

This study investigated the perceptions of Japanese university students regarding the ownership of English, varieties of English, native English speakers’ norms in the English classroom, ideal learning goals, and preferred Englishes. A survey was conducted at a medium-sized university in Fukuoka, Japan. A total of 322 students (201 non-English majors and 121 English majors) participated in this study. The results show some contradictory findings. The majority of the students agree with the native speaking ownership of English; however, they also agree that it is a language shared by anyone speaking it. In terms of varieties of English, most students in the study agree that Standard English means American or British English; however, they also agree that there should be varieties of English. In regard to students’ ideal learning goals, the students believe that having smooth communication is more important than memorising grammar rules. When asked for their preferred English varieties, most students chose American English (50.3%), followed by British English (17.1%) and no preference (10.9%). A t-test was further used to examine whether students’ gender and majors impacted their perceptions. This paper will consider the possible implications for English language professionals.

This research investigates the perspectives of university English teachers in Taiwan regarding the selection of English textbooks. With the variety in teaching materials – from published textbooks to self-created resources and online sources – this study examines how these choices impact student learning. A combination of an online questionnaire and semi-structured interviews was employed to gather data from full-time and part-time English teachers across Taiwanese universities. The questionnaire was structured around eight thematic areas: overall construction, students’ needs, teachers’ needs, authenticity, self-instruction, cultural awareness, visual design, and practical concerns. These themes were designed to delve into the criteria teachers use when selecting textbooks. In total, responses from 108 teachers were analysed, providing a broad insight into the prevailing preferences and concerns among educators. Additionally, interviews were conducted with five full-time university English teachers, each with over 10 years of experience in teaching the core English skills of listening, speaking, reading, and writing. These interviews aimed to obtain a deeper understanding of the teachers’ viewpoints and validate the questionnaire findings. The results highlighted that teachers prioritize ‘overall construction’, ‘teachers’ needs’, ‘authenticity’, ‘cultural awareness’, and ‘visual design’ in textbook selection. Interestingly, while ‘practical concerns’ such as cost and accessibility did not score highly on the questionnaire, they were emphasized during interviews, suggesting a nuanced approach to textbook evaluation that balances ideal criteria with practical realities. These findings provide valuable insights that can help textbook publishers align educational resources with teacher preferences and student needs, thereby enhancing motivation and enriching the learning experience.