| Summary: | 碩士 === 國立臺灣科技大學 === 應用外語系 === 106 === Team teaching between native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) is widely practiced in Taiwan. However, few studies have examined how students perceive the effects of the NESTs, NNESTs, and a combination of both, on learners’ four (listening, speaking, reading, and writing) and critical thinking skills. This study aims to address that gap by incorporating gifted and regular students’ perspectives to determine which of the styles is optimal, and to specifically investigate how the different styles of teaching individually and collaboratively refined the students’ four skills and critical thinking skills. A total of 40 junior high school students (20 regular and 20 gifted students) as well as two teachers (one NEST and one NNEST) participated in the study, which took place in a public junior high school and lasted a semester. Data collection methods included questionnaires, interviews, and document inspections (lesson plans and lesson handouts). The findings first show that the majority of the students favored team-teaching among the three types of teaching and they perceived listening as their most improved skills. The regular and gifted students perceived that their four skills as well as their critical thinking skills could be cultivated through different types of teaching. The result of the study will provide guidelines for schools to make a more well-informed decision when appointing NESTs, NNESTs or a combination, in accordance with students’ needs.
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