Description:
<jats:p><jats:bold>Abstract: </jats:bold> To uncover possible barriers to effective communication and learning, this study explored how college‐level Japanese English language learners in English‐as‐a‐second‐language (ESL) and English‐as‐a‐foreign‐language (EFL) contexts viewed their English teachers and classroom activities. Analysis of 100 questionnaires incorporating quantitative and qualitative questions revealed that most Japanese students positively viewed teachers who were open, respectful of other cultures, and willing to adjust classroom content to meet students' needs. Among the differences between ESL and EFL students were ESL students' greater comfort with active participation in class, more time spent in class, physical proximity to teachers, and appreciation of student‐centered behavior. On the other hand, EFL students appreciated teachers who provided native language support and avoided possible loss of face entailed by challenging and unexpected questions.</jats:p>