1. Introduce yourself
I come from __________ with experience teaching young learners, and my goal is to help students in Taiwan gain confidence in English. In my previous classes, I focused on creating interactive, student-centered lessons using visuals, games, and simple routines. As a result, my students became more engaged and motivated, and I look forward to bringing the same positive energy and commitment to my teaching in Taiwan.
2. What is a difficult situation you’ve had in teaching English?
I once handled a class with mixed English proficiency levels, and ensuring equal participation was challenging. To address this, I differentiated activities, offered support to beginners, and provided extension tasks for advanced learners. Through this approach, the class became more balanced, and students made progress according to their abilities, which strengthened my confidence in managing diverse learners.
3. How will you encourage students to learn English as a foreign language?
Many students feel shy when English is not their first language, so my first task is to build their confidence. I incorporate games, songs, simple routines, and positive reinforcement to make English enjoyable and less intimidating. Over time, this consistent, supportive environment helps students participate more, take risks, and see English learning as something fun and achievable.
4. How will you incorporate English in science and arts?
Some students understand content but struggle to express it in English, so I integrate language through hands-on tasks. In science, I use simple experiments where students observe, describe, and predict using English. In arts, students follow English instructions, label their work, and present what they created. This approach helps them use English naturally while enjoying creative and inquiry-based activities.
5. What activities will you give to students with different levels?
Because most classes in Taiwan have varied English levels, I prepare tiered learning tasks and flexible stations that match students’ abilities. I also group students strategically so stronger learners can help others. This structure ensures everyone feels challenged and supported, which leads to better participation and overall improvement.
6. Which age group do you prefer teaching?
I prefer teaching __________ because this age group is __________, and I enjoy adapting my lessons to fit their interests and developmental needs. Whether through games, movement activities, or structured routines, I focus on keeping them engaged and confident in using English, which consistently results in a positive learning atmosphere.
7. Do you have a sample activity for integrating English outside the classroom?
Yes. One schoolwide activity I would implement is a “Campus English Quest,” where students follow English clues posted around the school, complete simple tasks, or interact with peers using short English phrases. This transforms the campus into a learning space and encourages students to use English naturally in a fun and meaningful way.
8. Why are you interested in the program?
This program offers an opportunity to grow professionally while contributing to English education in Taiwan. I am excited to bring my student-centered teaching style, adaptability, and passion for learning to a new cultural environment. I believe this experience will allow me to make a meaningful impact on students while continuing to develop as an educator.
9. What do you know about TFETP?
I understand that TFETP is a government program in Taiwan that aims to improve English education by placing qualified foreign teachers in public schools. The program focuses on strengthening students’ communication skills, promoting bilingual education, and building strong collaboration between foreign and local teachers. I appreciate its structured support system, professional development opportunities, and its goal of helping Taiwan move toward a bilingual 2030 vision.
10. Which of the 4 skills is usually hard for students? Why?
For many students, speaking is the hardest skill because they often feel shy, afraid of making mistakes, or worried about pronunciation. In Taiwan, students sometimes focus more on written exams, so they have less practice using English freely. My role is to create a safe environment where speaking becomes natural through games, pair work, and real-life tasks.
11. How will you handle a class of 20–30 students?
I handle large classes by establishing clear routines, using group structures, and organizing activities that promote teamwork. I divide students into small groups or pairs, assign rotating roles, and use visual signals to manage transitions smoothly. This keeps the class efficient, active, and engaged, even with many learners.
12. What would you do if a student is not interested in learning English?
When a student loses interest, I first try to understand the reason by observing and connecting with them. Then I adapt lessons to match their interests—whether through games, music, sports, or hands-on tasks. Showing patience, giving achievable tasks, and celebrating small progress usually helps spark motivation again.
13. How would you respond to disruptive students?
I stay calm and address the behavior respectfully without embarrassing the student. I use nonverbal cues, proximity, or gentle reminders, then speak privately if necessary. I also try to understand the root cause—sometimes they need attention, support, or movement. By applying fairness and consistency, disruptions are minimized, and the learning environment stays positive.
14. How will you engage with co-teachers?
I engage with co-teachers by practicing open communication, sharing ideas, and respecting local teaching styles. I collaborate on lesson plans, clarify responsibilities, and support each other in the classroom. This partnership helps create smoother lessons and provides students with a strong, unified teaching team.
15. How will you incorporate English with technology?
I incorporate technology through interactive tools such as digital flashcards, educational apps, videos, and simple online games. I also let students create voice recordings, digital posters, or short presentations. Technology makes English learning more interactive and relatable, especially for digital-native students.
16. What would you do if a child tells you they are being harmed?
I would stay calm, listen carefully, and make the child feel safe. I would not promise secrecy but assure them that I will help. Then I would immediately report the case to the school authority following the proper safeguarding protocol. Protecting the child always comes first.
17. If you become part of the program, what will be the challenge for you?
My biggest challenge may be adjusting to cultural differences and balancing expectations in a new educational environment. However, I see this as an opportunity to grow. With openness, communication, and willingness to learn, I know I can adapt and become effective in teaching Taiwanese learners.
18. What is your greatest strength and weakness?
My greatest strength is my ability to create an engaging and supportive classroom where students feel confident to try. My weakness is that I sometimes take on too many tasks because I want to give my best, but I am learning to manage time more effectively and set boundaries.
19. What was your most challenging classroom experience, and how did you overcome it?
One of my most challenging experiences was handling a class with behavioral issues that affected learning. I solved this by establishing consistent routines, using positive reinforcement, and building strong relationships with the students. Over time, the classroom became more respectful and productive, and it taught me the value of patience and structure.
20. Difference between education in your country and Taiwan
Education in __________ focuses on __________, while Taiwan places strong emphasis on structured routines, respect, and bilingual development. Taiwan’s classrooms are well-organized and collaborative, which I admire. Both systems have strengths, and I look forward to contributing positively within Taiwan’s educational culture.
21. What would you do if a student refuses to perform a task?
If a student refuses, I first check whether the task is too difficult or if the student feels overwhelmed. I offer simpler options, give step-by-step guidance, or let them choose a related activity. Encouraging rather than forcing usually helps the student re-engage.
22. How will you incorporate parents in child education?
I involve parents by sending simple English updates, assigning activities they can do at home, and communicating regularly about the child’s progress. When parents feel included, students receive stronger support both at home and at school.
23. What are the qualities of an effective English teacher?
An effective English teacher is patient, creative, adaptable, and culturally sensitive. They can simplify complex ideas, create a warm environment, and adjust lessons to different learning needs. Most importantly, they inspire students to enjoy learning English.
24. Where do you see yourself 5 years from now?
Five years from now, I see myself becoming a more experienced educator who has contributed meaningfully to English teaching in Taiwan. I aim to strengthen my skills, take on more leadership or training roles, and continue supporting students’ growth.
25. What teaching strategy did you use that became successful?
One successful strategy I used was collaborative learning. I grouped students strategically, gave them roles, and designed tasks requiring teamwork. This improved their communication, confidence, and responsibility, and it made the lessons more active and enjoyable.
26. How do you motivate students?
I motivate students by using activities connected to their interests, giving praise for effort, and creating lessons that are fun and achievable. When students feel successful—even in small ways—they become more eager to participate and learn.
27. Why do you want to teach English in Taiwan instead of other countries?
I want to teach in Taiwan because of its strong education system, supportive environment for foreign teachers, and commitment to bilingual learning. I admire the culture, the respect students show, and the country’s vision for future education. Taiwan offers a meaningful place where I can grow professionally and make a real impact.
28. What can you contribute to the program?
I can contribute fresh ideas, cultural diversity, and a strong commitment to student-centered learning. I bring creativity, collaboration, and a willingness to support bilingual education goals. Most of all, I bring dedication to helping students communicate confidently in English.
29. If you would be given the chance to teach in Taiwan, where do you want to be assigned and why?
I would be happy to be assigned anywhere in Taiwan, but I am especially interested in __________ because I want to experience the local culture and contribute to schools that need strong English support. I value environments where I can grow, collaborate, and make a meaningful impact on students’ learning.
30. Why do you think you are qualified for the position?
I believe I am qualified because I have strong communication skills, cultural adaptability, and experience teaching diverse learners. I bring passion, professionalism, and a student-centered approach that helps children build confidence in English. I am also committed to continuous learning and collaboration.
31. What are your teaching strategies, methods, and approaches? Give examples.
I use a combination of communicative, task-based, and inquiry-based approaches. For example, I design activities where students solve problems in English, use real-life tasks like shopping role-plays, and participate in group projects. These strategies help make English meaningful, practical, and enjoyable.
32. What is your teaching philosophy?
My teaching philosophy is that students learn best when they feel safe, included, and encouraged to explore. I believe in creating an engaging environment where mistakes are part of learning and where every child can succeed through support, creativity, and positive reinforcement.
33. If given the chance to teach in Taiwan, what are the things you want to accomplish?
I want to help students gain real confidence in using English, create lessons that make learning fun, and build a strong partnership with local teachers. I also hope to contribute new ideas to the school and support Taiwan’s bilingual education goals.
34. Are you willing to teach English to co-teachers who are not fluent in English?
Yes, I am very willing. Helping co-teachers improve their English strengthens teamwork and enhances the overall learning environment. I believe in building a supportive community where everyone grows together.
35. What is the difference between ESL and EFL?
ESL is taught in a country where English is the primary language, so students hear and use English daily. EFL is taught in a non-English-speaking country like Taiwan, where exposure is limited. This means teachers must create more opportunities for English use inside the classroom.
36. How do you handle noisy students or those having tantrums?
I remain calm and address the behavior with clear expectations, proximity, and gentle reminders. If needed, I guide the student aside to talk privately. Understanding the cause of the behavior is key, and I use positive reinforcement to help students regain control and rejoin the lesson.
37. How would you communicate with co-teachers who have different belief systems?
I communicate with respect, openness, and empathy. I focus on shared goals—especially the students’ learning—while appreciating cultural and personal differences. By practicing active listening and professional courtesy, I build strong working relationships.
38. How would you group students of different levels?
I group students based on task goals. Sometimes I use mixed-ability groups to encourage peer learning, and other times I group by skill level to match lesson difficulty. This helps ensure everyone is challenged but supported.
39. Do you use ICT? Give examples.
Yes, I frequently use ICT tools such as interactive PowerPoints, educational apps, digital flashcards, YouTube videos, and simple learning platforms. I also incorporate tools like Quizizz, Wordwall, Kahoot, and Google Classroom to make learning engaging and interactive.
40. How would you react if parents complain about your teaching methods?
I would listen respectfully, thank them for sharing their concerns, and explain my teaching approach clearly. I would work with them to find a solution that supports the child’s learning. Open communication helps build trust and ensures we work together for the student’s benefit.
41. How familiar are you with CLIL?
I am familiar with CLIL as an approach where subjects like science or arts are taught using English, allowing students to learn content and language together. I integrate CLIL through simple experiments, craft projects, and thematic lessons where English becomes a natural part of learning.
42. How will you handle a class with a student with special needs?
I adapt tasks based on the student’s abilities, provide clear instructions, and use visual aids or simplified materials. I collaborate with co-teachers and follow school guidelines to ensure the student receives proper support. My goal is to make the classroom inclusive and safe for everyone.
43. What will you do when you catch students cheating?
I address the situation privately, discuss why honesty matters, and give the student a chance to redo the task. I also adjust assessments to prevent cheating and emphasize integrity as part of learning.
44. How much do you know about Taiwan?
I know that Taiwan values education, respects teachers, and promotes bilingual learning. The country is known for its rich culture, friendly people, modern cities, and beautiful natural landscapes. I admire its safety, hospitality, and strong commitment to improving English proficiency.
45. How will you teach colors in English?
I teach colors using real objects, flashcards, songs, and TPR activities. I encourage students to move, point, match, and identify colors through hands-on tasks. Repetition and engaging visuals help reinforce learning quickly.
46. How would you handle a class of 30–50 students with different learning abilities?
I use group rotations, clear routines, visual instructions, and tiered tasks to manage a large class. Differentiation, strategic grouping, and active learning ensure that students remain engaged and supported despite their varied abilities.
47. If given the chance to teach in Taiwan, what are the 3 things you would do and why?
First, I would build strong relationships with students to understand their needs. Second, I would collaborate closely with local teachers to create effective lessons. Third, I would introduce engaging English activities that encourage communication. These steps help create a positive learning environment and support bilingual goals.
48. How would you integrate technology? What apps have you used?
I integrate technology through interactive presentations, online games, and multimedia lessons. I have used tools like Wordwall, Quizizz, Kahoot, Canva, and Google Classroom to make learning more dynamic and student-centered.
49. What motivation will you use if students could not understand English?
I use gestures, visuals, simple language, and encouraging words to build confidence. I break tasks into smaller steps and celebrate small achievements. When students feel supported, they gradually overcome fear and participate more actively.
50. How would you cooperate with your co-teacher?
I cooperate by discussing lesson plans, dividing roles clearly, and maintaining respectful communication. I share ideas, listen to suggestions, and work toward common goals. A strong partnership leads to better lessons and better learning outcomes.
51. What other subjects can you teach besides English?
Besides English, I can teach __________ depending on the school’s needs. I am flexible and willing to support subjects such as arts, PE, reading, basic science, or classroom activities as long as they align with my skills and the school’s expectations.
52. What is your strategy in teaching/developing the speaking skill of the students?
In my previous teaching experience, I worked with students who were hesitant to speak English, especially in an Asian context similar to Taiwan. (Situation) Many students lacked confidence and were afraid of making mistakes. (Task) I needed to create a learning environment that encouraged them to speak even with limited vocabulary. (Action) I used scaffolded speaking activities such as sentence frames, guided dialogues, role-plays, and pair-sharing. I also integrated real-life situations—like ordering food or asking for help—to make speaking meaningful. Additionally, I provided consistent modeling and used visual aids to support comprehension. (Result) Over time, students became more comfortable, participated more actively, and improved their fluency because the activities were simple, supportive, and low-pressure.
53. How should I evaluate the speaking skill of the students?
In my previous classes, I needed to assess speaking skills fairly despite students having mixed levels. (Situation) Some students spoke confidently but inaccurately, while others were quiet but capable. (Task) My goal was to evaluate students holistically while encouraging improvement. (Action) I used rubrics focusing on fluency, pronunciation, accuracy, vocabulary, and effort. I also conducted informal assessments through pair activities, short presentations, and daily classroom interactions. I made sure to give simple feedback they could understand—for example, one thing they did well and one thing to improve. (Result) The students understood their strengths and weaknesses better and felt more motivated because the evaluation was clear, supportive, and growth-oriented.
54. How would you teach students online effectively?
When I taught online classes, I faced challenges such as low engagement and attention span. (Situation) Students became easily distracted, especially young learners. (Task) I needed to maintain interaction and ensure that learning remained meaningful. (Action) I used interactive tools like digital flashcards, Google Jamboard, and simple online games. I also applied short teaching cycles: teach for 5–7 minutes, practice for 5 minutes, and then do an interactive activity. I used gestures, props, and clear visuals to maintain attention. (Result) Students participated more actively, stayed focused longer, and retained information better because lessons were dynamic and engaging.
55. How do you teach your students to read?
In teaching reading, I worked with students who had different literacy backgrounds. (Situation) Some students recognized letters, but others struggled with phonics and decoding. (Task) I needed a method that helped them progress step-by-step. (Action) I used phonics instruction, blending sounds, sight words, and simple patterned stories. I also incorporated shared reading, echo reading, and guided reading to help them develop confidence and comprehension. (Result) Students gradually improved their decoding skills and began reading short texts independently, showing greater confidence in English literacy.
56. How do you encourage students who are not interested to learn English?
When I encountered students who showed low motivation, I realized they needed relatable reasons to engage. (Situation) Many students felt English was difficult or irrelevant. (Task) My goal was to make English meaningful and enjoyable. (Action) I used games, real-life examples, videos, and activities connected to their interests. I also provided achievable tasks and praised effort, not just correct answers. (Result) Students became more curious and willing to participate, and many even expressed enjoyment in activities they previously avoided.
57. How important do you think computers are in teaching students?
In my teaching experiences, technology has always played a critical role in enhancing learning. (Situation) Students today are digital natives and learn better with interactive tools. (Task) I needed to integrate technology purposefully, not just for decoration. (Action) I used videos, audio recordings, interactive slides, and educational games to strengthen listening, speaking, and comprehension skills. Computers also supported differentiation, because advanced learners could do enrichment tasks while beginners received additional support. (Result) Students became more engaged and learned more independently, and lessons became more efficient and meaningful.
58. How do you assess your students?
In my previous classes, I had to evaluate students who had varied levels and learning needs. (Situation) Traditional testing didn’t always show their true progress. (Task) My goal was to use assessments that were fair, ongoing, and supportive. (Action) I used both formative assessments—such as exit tickets, observations, pair work, and short tasks—and summative assessments like quizzes and performance tasks. I also incorporated self-assessment and peer assessment for reflection. (Result) Students showed steady improvement because assessments guided my teaching and allowed me to adjust support based on their needs.
59. Give an example of online resources / online game-based activities.
When I taught online, I needed tools that could keep students engaged. (Situation) Online classes easily became passive. (Task) I needed interactive resources. (Action) I used platforms like Kahoot for quizzes, Bamboozle for team games, Quizizz for practice drills, and Starfall or ABCya for younger learners. These tools allowed students to practice vocabulary, reading, and listening in a fun way. (Result) Students became more active, competitive in a positive way, and more motivated to participate.
60. How will you teach English?
In my previous teaching role, I handled students with varying English exposure. (Situation) Some students had no confidence, while others wanted more challenge. (Task) I needed a balanced approach. (Action) I used the PPP method (Presentation–Practice–Production), integrating visuals, modeling, guided practice, and communicative activities. I also connected lessons to real-life situations and incorporated the four skills in every session. (Result) Students improved not only in accuracy but also in practical communication.
61. How will you teach students who have zero knowledge of the English language?
I have experience working with absolute beginners who needed strong visual and contextual support. (Situation) Students could not understand instructions or basic vocabulary. (Task) My goal was to help them understand meaning without overwhelming them. (Action) I used TPR (Total Physical Response), repetition, gestures, modeling, pictures, real objects, and simple phrases. I also built routines—such as greetings, commands, and classroom language—so they felt secure. (Result) Students gradually started understanding basic English and responding through actions, then words, and later simple sentences.
62. How will you teach students without knowing the language they use?
I previously taught in environments where I did not speak the students’ native language. (Situation) This made communication challenging at first. (Task) I needed strategies that relied on universal understanding. (Action) I used visuals, body language, demonstrations, and structured routines. I also employed “comprehensible input”—slow speech, simple vocabulary, and clear modeling. Peer support was also helpful, as students could assist each other. (Result) Students were able to understand lessons effectively, and I managed to build communication despite the language gap.
63. How will you encourage students who are unwilling to learn English?
When I encountered students who refused to participate, I realized that pushing them harder was not effective. (Situation) Their lack of interest often came from fear or frustration. (Task) My responsibility was to make the learning environment safe and motivating. (Action) I introduced fun activities, games, real-life scenarios, and rewards. I also gave small tasks that ensured early success. Building rapport was key—I showed patience and interest in their lives. (Result) Students became more open, willing to try, and eventually more engaged in learning English.
64. How are you going to integrate your culture into your class?
When teaching abroad, I found that sharing culture builds connection and engagement. (Situation) Students were curious about foreign cultures. (Task) My goal was to use my culture to enrich the lessons without overshadowing Taiwanese culture. (Action) I integrated Filipino traditions, food, greetings, celebrations, and values into lessons through storytelling, pictures, songs, and simple activities. I also encouraged students to compare Filipino and Taiwanese culture. (Result) Students became more interested in learning English because it was connected to meaningful cultural exchanges.
65. How will you incorporate the 4 skills in English (Reading, Listening, Writing, Speaking) in just one session of 40–50 minutes?
In a short class period, I needed an efficient structure to integrate all four skills. (Situation) Time was limited, but skills needed to be practiced together. (Task) My goal was to create a smooth and connected lesson flow. (Action) I usually began with a listening activity (e.g., short audio or teacher modeling), followed by reading a short text or slide. Then, students practiced speaking through pair work or sentence formation. Finally, they did a simple writing task like completing sentences or a short journal. All activities revolved around one topic to maintain coherence. (Result) Students developed all four skills naturally within one session without feeling rushed.
66. What are your questions about TFETP?
For this part, you simply list your questions. Here is a template in paragraph form:
Before I fully begin teaching in Taiwan, I would like to clarify a few things about TFETP. First, I would like to know more about the specific support provided to foreign teachers, such as orientation, mentoring, and classroom preparation time. I am also interested in the expectations regarding co-teaching, lesson planning, and resource availability in the school. Additionally, I would like to ask about housing assistance, communication with parents, and professional development opportunities offered throughout the year. These details will help me prepare effectively and align my teaching with program expectations.
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