The Study of Native English Speaking Teachers at Remote Primary Schools in Taipei County

• Main Authors: An-Hwein Dai, 戴安慧
• Other Authors: Chin-Fen Chen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/91224062558278484279

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 96 === The study aimed to investigate the effect of employing native English speaking teachers (NESTs) on English education in Taipei county and the reactions and comments from the school administrators, N-NESTs and students as well as the reflections and suggestions from the NESTs. Research data were collected through documents, interviews, questionnaires, and analyzed qualitatively. The findings of this research were summarized as follows: 1.This policy of employing NESTs was initiated by MOE and currently executed by the government of Taipei County. Due to the difficulty of recruiting NESTs and high turnover, the responsibility of recruitment fell on the local government. All the NESTs, with bachelor degree or above and with teacher certificate, participated directly in teaching but did not join editing teaching materials and training teachers as expected. The N-NESTs only assisted translation and classroom management. 2.The school administrators acknowledged that the involvement of NESTs in primary English education can provide authentic English learning environment, promote students’ learning attitude, enhance the teacher quality, and meet the parents’ expectations. However, several problems, such as the settlement of N-NESTs, the mutual communication, and the increasing load of administrators and local co-teachers arose. Most administrators investigated agreed to recruit N-NESTs in the future but the problems of traffic and culture adapting must be solved first. 3.The NESTs considered the N-NESTs earnest in preparing lessons, taking their jobs seriously and in inspiring their teaching ideas and advancing their professional ability. Furthermore, they agreed that the NESTs could improve students’ oral and listening comprehension abilities as well as their English learning interest. But more time is needed for a better communication between the NESTs and N-NESTs. 4.70% of sixth graders investigated hoped to continue the recruitment of the NESTs and they considered the NESTs helped them improve their English learning, made the English course more interesting, and made them not afraid of talking to foreigners. But, there were still 40% students feeling anxious because the NESTs spoke too fast or asked students to answer questions in class. 5.Most NESTs confessed that they took the job for obtaining TEFL teaching experience and felt satisfied with the teaching position and the assistance from school. Nevertheless, the school location is remote and they had personal plans, so they did not intend to stay long. They questioned the success of their English teaching effect because they were not familiar with co-teaching, different students’ English proficiency, and limited teaching hours. Finally, based on the results of this research, several suggestions were offered.