本研究的目的在瞭解苗栗縣國中學生對外籍教師英語教學的意見，男女學生對外籍教師看法的差異及八年級和九年級學生對外籍教師看法的差異。本研究採用量與質的研究，量的部分共有219位學生參與問卷調查，質的部分共有2位外籍教師參與訪談。所得資料以敘述統計與t考驗進行分析，歸納研究結果與發現後，本研究獲致以下結論：
一、苗栗縣國中學生對外師教學的整體意見呈正向反應，平均得分3.25。
二、女學生( m=3.31)較男學生( m=3.18)滿意外籍教師的教學。
三、九年級學生( m=3.30)較八年級學生(m=3.19)滿意外籍教師的教學。
四、外籍教師鼓勵學生常使用英文會更有自信，外籍教師認為他們是學生好的語言學習模範，但需中籍教師協助課堂管理。大部分的國中生同意外籍教師引起學習英語的動機與興趣且大部分的學生有積極的學習態度。
最後根據本研究之主要發現與結論，針對引進外籍教師擔任國中英語教學提出建議，以作為教育行政有關單位與後續研究之參考。

The purpose of this study was to investigate junior high school students’ opinions of foreign teachers’ English instruction in Miaoli County, and to determine the differences of male and female students and the eighth and ninth grade students’ opinions of foreign teachers’ English instruction.
Both quantitative and qualitative research methods were adopted in the study. The quantitative part consists of questionnaires delivered to 219 junior high school students in Miaoli County and the qualitative part consists of interviews with two foreign English teachers. Descriptive statistics and independent t-test were used to analyze the data.
The findings of the study were: (1) On the whole, junior high school students’ opinions of foreign teachers’ English instruction were positive, with the mean of 3.25;
(2) Female students were more satisfied with foreign teachers’ English instruction (mean= 3.31) than male students (mean=3.18); (3) Ninth-grade students were more satisfied with foreign teachers’ English instruction (mean =3.30) than eighth-grade students (mean= 3.19); (4) Teachers in the interviews indicated that they designed activities to get students’ attention and encouraged confidence in the use of the language. They thought they were good language models to students, but they needed Taiwanese English teachers to assist with effective classroom management. Most of the junior high school students agreed that the foreign English teachers’ classes aroused students’ motivation and interest in learning English and students had positive attitude toward English learning. Finally, pedagogical implications and suggestions derived from the findings are provided for educational administrators and educators.

TABLE OF CONTENTS
Chinese Abstract……………………………………………………………………....i
English Abstract………………………………………………………………………ii
Acknowledgement…………………………………………………………………….iv
Table of Contents………………………………………………………………………v
List of Tables…………………………………………………………………………..x
Chapter One: Introduction…………………………………………………………..1
Background and Motivation……………………………………………………...1
Problem Statement………………………………………………………….........4
Purposes of the Study…………………………………………………………….5
Research Questions………………………………………………………………6
Significance of the Study………………………………………………………...6
Definitions of Terms……………………………………………………………...7
Chapter Two: Literature Review……………………………………………………8
Basic training needs for Foreign English Teachers…………………....................8
Suggestions for Teacher Training………………………………………………..9
Foreign English Teachers’ Competency………………………………………...10
Problems in Taiwan classroom………………………………………………….13
Classroom Management………………………………………………………...13
Steps for Planning a Rule Management Concept………………………….13
Classroom Management Procedures………………………………………13
Steps for Planning Effective Classroom Management…………………….14 Teacher- Student Interaction…………………………………………………….19
Empirical Studies……………………………………………………………….21
Chapter Three : Research Method………………………………….......................31
Research Design………………………………………………………………...31
Subjects…………………………………………………………………………32
Instrument………………………………………………………………………34
Interviews……………………………………………………………………….34
Pilot Study………………………………………………………………………35
The Procedure of Pilot Study…………………………………………………...35
Results of Pilot Study…………………………………………………………...35
Revision of the instrument………………………………………………….......36
Formal Study……………………………………………………………………37
Data Collection………………………………………………………………….37
Data Analysis……………………………………………………………………38
Chapter Four : Results and Discussion……………………………………………40
Students’ Opinions of Foreign English Teachers’ Teaching…………………….40
Students’ Opinions of Foreign English Teachers’ Teaching Ability…………….42
Students’ Opinions of Foreign English Teachers’ Teaching Attitude…………...44
Students’ Opinions of Foreign English Teachers’ Class management Skills…...47
Students’ Opinions of Teachers- Student Interaction…………………………...48
Discussion of the Results of Research Question One…………………………51
Analysis of Male and Female Students’ Opinion of Foreign English Teachers’ Teaching……………………………………………………………………….54
Difference in Male and Female Students’ Opinion of Foreign English Teachers’ Teaching Ability……………………………………………………………….55
Difference in Male and Female Students’ Opinion of Foreign English Teachers’ Teaching Attitude……………………………………………………………...57
Difference in Male and Female Students’ Opinion of Foreign English Teachers’ Class Management…………………………………………………………….59
Difference in Male and Female Students’ Opinion of Foreign English Teacher - Student Interaction…………………………………………………………….60
Discussion of the Results of Research Question Two…………………………62
Analysis of Eighth and Ninth Grade Students’ Opinion of Foreign English Teachers’ Teaching…………………………………………………………….63
Difference in Eighth and Ninth Grade Students’ Opinion of Foreign English Teachers’Teaching Ability……………………………………………………..64
Difference in Eighth and Ninth Grade Students’ Opinion of Foreign English Teachers’Teaching Attitude……………………………………………………66
Difference in Eighth and Ninth Grade Students’ Opinion of Foreign English Teachers’ Class management…………………………………………………..68
Difference in Eighth and Ninth Grade Students’ Opinion of Foreign English Teacher-Student Interaction……………………………………………………69
Discussion of the Results of Research Question Three………………………..71
Interview Results of Teachers’ Opinion of Their Teaching Ability……………72
Interview Results of Teachers’ Opinion of Their Interaction with Students…..73
Interview Results of Teachers’ Opinion of Class management………………..73
Chapter Five : Conclusion………………………………………………………….75
Summary of the Findings…………………………………………………….75
Pedagogical Implication……………………………………………………...77
Limitaiton of This Study……………………………………………………..77
Suggestions for Further Research……………………………………………78
Conclusion…………………………………………………………………...78
References……………………………………………………………………...80
Appendix……………………………………………………………………….88
A A Consent Form Agreement for Research…………………………….88
B Foreign English Teacher Interview……………………………………89
C Questionnaire for pilot study………………………………………….90
D Questionnaire for formal study………………………………………..92
E English Questionnaire for formal study……………………………….94




























Page

Table
1 Percentage of Valid Copies Returned…………………………………………..33
2 Students’ Demographic Information……………………………………………33
3 Categories of the Pilot Study Questionnaire……………………………………35
4 Reliability Coefficients for the Questionnaire in the Pilot Study……………….36
5 Internal- Consistency Reliability Coefficients (Cronbach’s alpha) of the question
Items…………………………………………………………………………….36
6 Categories of the Formal Questionnaire………………………………………...37
7 The Procedure of This Study……………………………………………………38
8 Statistical Analyses of Research Questions……………………………………..39
9 Mean and Standard Deviation of Students’ Opinions of Foreign English Teachers’ Instruction……………………………………………………………41
10 Mean and Standard Deviation of Students’ Opinions of Foreign English Teachers’ Teaching Ability……………………………………………………...42
11 Mean and Standard Deviation of Students’ Opinions of Foreign English Teachers’ Teaching Attitude…………………………………………………….45
12 Mean and Standard Deviation of Students’ Opinions of Foreign English Teachers’ Class Management Skills……………………………………………47
13 Mean and Standard Deviation of Students’ Opinions of Teacher-Student Interaction………………………………………………………………………49
14 T-Test Results of Male and Female Students’ Opinion of Foreign English Teachers’ Instruction in Four Types…………………………………………….54
15 T-Test Results of Male and Female Students’ Opinion of Foreign English Teachers’ Teaching Ability……………………………………………………...56
16 T-Test Results of Male and Female Students’ Opinion of Foreign English
Teachers’ Teaching Attitude……………………………………………………58
17 T-Test Results of Male and Female Students’ Opinion of Foreign English
Teachers’ Class Management…………………………………………………...59
18 T-Test Results of Male and Female Students’ Opinion of Foreign English
Teachers’ - Student Interaction………………………………………………...60
19 T-Test Results of Eighth and Ninth Grade Students’ Opinion of Foreign English Teachers’ Instruction in Four Types…………………………………………….63
20 T-Test Results of Eighth and Ninth Grade Students’ Opinion of Foreign English Teachers’ Teaching Ability……………………………………………………...65
21 T-Test Results of Eighth and Ninth Grade Students’ Opinion of Foreign English Teachers’ Teaching Attitude…………………………………………………….67
22 T-Test Results of Eighth and Ninth Grade Students’ Opinion of Foreign English Teachers’ Class Management…………………………………………………69
23 T-Test Results of Eighth and Ninth Grade Students’ Opinion of Teacher& Student Interaction……………………………………………………………………..70

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