This paper intends to explore how Taiwanese students perceive the relationship between their language learning strategy and anxiety in the foreign language classroom. Due to their previous learning experience, most of the participants hold an unfavorable attitude toward a grammar-translation teaching approach. Consequently, learner-centered instruction has been widely accepted and acknowledged as a welcome concept and feasible teaching approach in the English Foreign Language (EFL) context. To improve the proficiency of language learners in EFL classrooms, it is very important to take into account the need of the learners. The present study utilizes Foreign Language Classroom Anxiety Scale (FLCAS) and Communicative Language Teaching Attitude Scale (COLTAS) to examine the participants' perceptions about learning English. The results indicate that most of the participants express a favorable attitude toward the Communicative Language Teaching (CLT) approach; however, they also reveal their high level of anxiety in the language classroom. Language anxiety is usually reported to have adverse effects on the learning of a second language. It is the language instructors' mission to accelerate the language learning of their students. One way is to teach students how to learn more effectively and efficiently. Language learning strategies (LLS) are procedures that learners can use to facilitate learning. Both teachers and students should develop an awareness of the learning process and strategies that lead to success. The ultimate goal of this paper is to analyze the factors that affect the participants' learning strategies and their language anxiety, and offer some pedagogical suggestions.

<p><em>Knowledge of collocation is fundamental for both receptive and productive use of the language. Collocation is often</em><em> </em><em>regarded as insurmountable obstacle to the attainment of native-like fluency. In other words, collocation skill has often been used to differentiate native and non-native speakers. The aim of this study is to investigate the effect of teaching collocation on the students’ attitudes toward language learning in the classroom. To enhance both oral reading and speaking fluency, the researcher uses</em><em> </em><em>the repeated reading method to check the participants’ productive performance. In addition, the participants are introduced and taught to use the online language database during the learning process.</em><em> </em><em>The results indicate that the participants hold positive attitudes toward the explicit teaching of collocations.</em><em> </em><em>The analyzed data reveal that the participants’ language performance has been siginificantly affected by the instruction of collocations. The participants also express that they feel more confident and motivated to acquire accurate and native-like competence. </em></p>

This study aims to discuss students’ and teachers’ awareness of various aspects of Communicative Language Teaching (CLT) and in light of the results, consider the pedagogical implications. Participants consist of nine non-native English teachers and 286 students in Taiwan’s universities. Data was collected through an attitude scale and interviews with the participants. Analytical results revealed that most of the students preferred the communicative-learning teaching approach as a means to improve their English proficiency. Both students and teachers showed positive attitude with some reservation toward four domains of CLT: group/pair work, grammar, student/teacher role, and peer/teacher correction. The results also showed that the difficulties—teacher-related, student-related, and educational-system related—encountered by non-native English teachers were complex. Teacher-related constraints included teachers’ low confidence in spoken English, deficiency in strategic and sociolinguistic competence, unfamiliarity with the target culture, lack of proper training in CLT, and low willingness to prepare communicative materials. Student-related constraints were mainly due to students’ insufficient proficiency, and educational-system related limitations consisting of large classes and grammar-based examinations. The findings of this study, which corroborated those of previous studies, suggest that many of the difficulties encountered by both Taiwanese students and English teachers over the past decades still persist to this day