This thesis is concerned with whether the Taiwanese EFL learners with different English environment/education backgrounds have noticeably different language use from each other in spoken English and spoken Mandarin. This thesis aims to investigate the differences in language use of two Taiwanese EFL learner communities in the UK (Liverpool) and Taiwan (Taipei). The Taiwanese EFL learner community in Taiwan is further divided into two groups because of their different educational backgrounds (English-relevant subjects and non-English-relevant subjects.) Our investigation looks at the use by the three groups of English pronouns I, you and it, Mandarin pronouns? (wŏ) [I], ? (nĭ) [you] and ? (tā) [it]. Their use of English verbs is and have and the Mandarin verbs ? (shì) [to be] and ? (yŏu) [to have/exist] are also investigated. The investigation focuses on whether there are significant differences in the use of the highly frequent L1 and R1 collocates of these words and the patterns in which these collocations are used. We investigate whether these differences are potentially explained by the influence of the different kinds of input from the environment and educational training to which these EFL learners are exposed. Our findings show that significant differences in the use of spoken English between the three groups exist. Differences in the nature of the English input to which the three groups have been exposed appear to be a possible explanation of differences in these participants' English use. However, we also find there are significant differences in the use of spoken Mandarin between the groups of participants with different English input backgrounds. What we identify as differences suggests that a cross-language influence on people's first and second/foreign language use may exist.