Abstract
Mastering a foreign language is a continuous journey, and English as a Foreign Language (EFL) teachers are often viewed as models of successful long-term learners. This study explores how Taiwanese high school English teachers maintain and enhance their language proficiency over the course of their careers. It examines the strategies they employ, the challenges they face, and the contextual factors influencing their professional growth. Adopting a grounded theory approach, data were collected through in-depth, semi-structured interviews. The iterative nature of grounded theory allowed for ongoing refinement of questions and deeper engagement with participants’ evolving responses. The findings show that all participating teachers reported improvements in their English proficiency since entering the profession. While they began teaching with a strong foundation, many identified the need to deepen their understanding of grammar, pragmatics, and semantics. Their continued development was driven by both teaching demands and the desire to effectively convey complex ideas. Beyond linguistic skills, teachers emphasized the importance of adapting to institutional contexts and student needs. They relied on varied sources of authentic English input, such as media, travel, academic resources, and collaboration to sustain fluency and cultural awareness. This study underscores the dynamic interplay between individual initiative and institutional conditions in supporting ongoing language development. It highlights the need for professional development programs that not only provide sustained language input but also respond to the evolving realities of EFL teaching. Such programs are essential to ensuring that teachers remain linguistically competent and pedagogically effective.
Author Information
Shih-Chieh Chien, National Taipei University of Business, Taiwan
Paper Information
Conference: ACEID2025
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACEID2025 Conference Proceedings (View)
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