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Language Acquisition Practices and Barriers of Taiwanese Elementary School ESL Learners

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Abstract

English is widely utilized as a lingua franca in today’s globalized world for diverse purposes, including business, politics, education, and healthcare. Consequently, English as a Second Language (ESL) education has gained increasing importance, as proficiency in English is now considered essential for personal and professional growth. This study examined the language acquisition practices and barriers of Grade 5 Taiwanese ESL learners at Tucheng Elementary School during the 2024–2025 school year. All 43 learners participated through complete enumeration, with questionnaires administered during the first 15 minutes of class. Data were analyzed using descriptive and inferential statistical methods, including frequency, percentage, mean, and independent f-tests and t-tests. Results revealed that learners frequently guessed word meanings through context but struggled with recognizing unfamiliar words. Memory and cognitive strategies, such as rhyming and phonetics, were widely used, while strategies like using flashcards or watching English programs were less practiced. Moreover, a significant difference was found in language barriers by gender (p < 0.05), indicating that female learners experienced slightly higher levels of communication anxiety compared to males. Learners also demonstrated metacognitive awareness and social interaction tendencies but seldom practiced with peers. These findings suggest the need for balanced, student-centered teaching approaches that integrate social and cognitive strategy training to enhance language learning outcomes among young Taiwanese ESL learners.

Keywords:

English as a Second Language (ESL) Taiwanese Learners

Article information

Journal

Journal of Education, Learning, and Management

Volume (Issue)

2(2), (2025)

Pages

263-285

Published

21-10-2025

How to Cite

Otgalon, W. C. (2025). Language Acquisition Practices and Barriers of Taiwanese Elementary School ESL Learners. Journal of Education, Learning, and Management, 2(2), 263-285. https://doi.org/10.69739/jelm.v2i2.909

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