A Psychoanalytic and Pedagogical Analysis of Character Education in All Roads End in Taiwan: Implications for Problem-Based Learning in English as a Foreign Language Contexts
Keywords:
Film-Based Learning, Character Education, Psychoanalysis, Freud Theory, EFL, Problem-Based Learning, Literary Analysis, English Language TeachingAbstract
This study explores the use of All Roads End in Taiwan as a medium for character education in English as a Foreign Language (EFL) learning through the application of Freud’s psychoanalytic theory. The research aims to analyze the psychological dimensions of the main characters—Damien, Steven, and Yishang—focusing on the dynamics of id, ego, superego, and defense mechanisms, and to identify the character values embedded in their development. A qualitative descriptive approach was employed using film analysis as the primary method. Data were collected through repeated viewing and documentation of significant scenes, dialogues, and character interactions, and were analyzed using thematic content analysis. The findings reveal that each character demonstrates distinct psychological tendencies shaped by family conflict, identity struggle, and socio-emotional challenges. Damien exhibits a strong search for identity mediated by emotional repression, Steven reflects internal conflict between autonomy and familial responsibility, while Yishang shows resilience and denial as coping strategies. The study further identifies character values such as empathy, responsibility, resilience, and self-awareness emerging from the narrative. Based on these findings, a Problem-Based Learning (PBL) model integrating film analysis is proposed to support English language learning and character education simultaneously. The study concludes that film-based psychoanalytic analysis provides an effective pedagogical approach for fostering critical thinking, language competence, and character development in EFL contexts.
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