This study aims to investigate the changes in professional practice of one elementary and one junior high school English teacher in Taiwan, with a focus on English used in the classroom. The data were collected on two occasions: first in March 2019, and then between December 2020 and January 2021. For each year, classes taught by two teachers were video-recorded, and interviews were conducted regarding their classroom practice and their English use following class observations. The videos were transcribed and analyzed in terms of the frequency and the functions of English usage. Furthermore, after having two teachers review their own videos over two years, follow-up interviews were conducted to examine their perceptions of their changes and their English use in the classroom. The results revealed that the elementary school teacher intentionally increased his use of English and the varieties of functions for his English utterances due to factors such as participation in teacher workshops, teaching experience, and his beliefs about English use. Conversely, the frequency of English used by the junior high school teacher decreased due to the lenient guidelines regarding English used in the classrooms stipulated by the Ministry of Education in Taiwan, and constraints of time and syllabus.

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