LAUSR

Abstract Due to globalisation, Asian countries have been pressed to improve their English skills to maintain international competitiveness. Though foreign educators heeded the call to meet the high demand of English learning in Taiwan, their turn-over rate remained persistently high. Assuming cultural differences might be a crucial cause, this study inquired into the cultural experience and adjustment of two foreign educators in Taiwan from a narrative inquiry approach. In addition to an extensive review of local literature, the narratives of the participants revealed the following: (1) strong motives and low/ inaccurate expectations might benefit cultural adjustment; (2) self-initiated relocation could imply more challenges than organizationally assigned relocation; (3) support and social network seem beneficial to cultural transition; (4) cultural differences were found in food, living environment, transportation/traffic, and social interactions; (5) required cultural adjustments include perseverance, trial and error, learning local language, acceptance, and contentment. Such findings not only shed light on Taiwanese culture but also bear implications for successful adjustments through the lens of foreign educators.