Page No. : 283-293

It is widely known that out of all translations spoken in the globe, English has attained the position of lingua franca. This means that English is the language that is utilized in communication between countries on a worldwide basis. Additionally, English is the language that empowers people from various nationalities, ethnicities, and different cultures to communicate with one another and share their thoughts and civilizations. As a consequence of the widespread use of English as a working global language, an increasing number of individuals in every region of the globe is studying and communicating in English. This seems to have important outcome for the practices that are used to instruct English as a second language. These procedures need to aim at creating the interpersonal and professional skills of the students while also catering to the aspect of international competence, placed against by the sense of the local multicultural and educational environment.

In this article, the author discusses her experiences teaching English as a second language in two distinct parts of the world, namely Romania and Taiwan. In both of these countries, Students are taught in English in addition to another language.One of the ways in which the educators’ interaction skills are developed is through the use of oral presentation initiatives. The study begins with a short overview of the relevant prior research before moving on to evaluate and contrast the two distinct learning environments. The last section of this report discusses the methodological decisions that were taken in order to achieve a balance between the universal necessity of increasing the learners’ communicative skills and the regional concerns that are associated with the hosting culture’s complexities.

"This article presents the viewpoint of a non-native English teacher who is a member of a third culture. The majority of the research that has been done on the topic of teaching English as a foreign language in the Asia Pacific region and it has focused on either the point of view of the source culture teacher or that of the target culture (native speaker of English) teacher. The aim of this article is to present the viewpoint of a non-native English teacher".