由外籍英語教師 (NEST) 及中籍英語教師 (NNEST) 共同合作的中外籍教師協同教學(Team-Teaching) 在臺灣實行廣泛。然而，較少文獻探討學生如何看待外籍英語教師、中籍英語教師單獨教學型態和兩者協同教學，及其對學習者四種能力（聽、說、讀、寫）和批判性思考能力的影響。本研究旨在透過結合英語資優學生和一般學生對於上述三種教學型態的觀點，以具體研究何種教學型態較能培養學生四種能力和批判性思考能力。此研究共有40位公立國中學生與二位英語教師參與，其中包含20位英語資優學生、20位一般學生，一位外籍英語教師及一位中籍英語教師，進行為期一學期的研究。資料收集方法分為問卷調查、訪談和文件檢閱（課程計劃及課堂講義）。研究結果顯示，大多數學生偏愛三種教學類型中的協同教學方法；且於不同教學型態下，英語聽力皆為進步最多之能力。英語資優學生及一般學生認為能夠透過三種不同類型的教學方式來培養四種能力及批判性思考能力。這項研究結果可作為學校指派外籍英語教師單獨教學、中籍英語教師單獨教學或協同教學時的參考，並協助學校根據不同學生的需求作出更適切的決定。

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.

REFERENCES

Abdi, A. (2012). A study on the relationship of thinking styles of students and their
critical thinking skills. Procedia-Social and Behavioral Sciences, 47, 1719-
1723.
Al-Saaideh, M. (2010). A rationale to adopt team teaching in prevocational education
in Jordan. Journal of Instructional Psychology, 37(4), 269-285.
Alseweed, M.A. (2012). University students’ perceptions of the influence of native
and non-native teachers. English Language Teaching, 5(12), 42.
Anani, O. A., Badaki, J. V., & Kamai, R. (2016). Effects of feedback intervention on
team-teaching in English language classrooms in Nigeria. Journal of
Education and Practice, 7(25), 27-43.
Anderson, R. S., & Speck, B. W. (1998). “Oh what a difference a team makes”: Why
team teaching makes a difference. Teaching and teacher education, 14(7),
671-686.
Andrews, S. (2007). Teacher language awareness. Cambridge University Press.
Árva, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom.
System, 28(3), 355-372.
Aslan, E., & Thompson, A. S. (2017). Are they really “two different species”? Implicitly elicited student perceptions about NESTs and NNESTs. TESOL Journal, 8(2), 277-294.
Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL
Quarterly, 31(1), 71-94.
Austin, V. (2001). Teachers’ beliefs about co-teaching. Remedial and Special Education, 22(4), 245-255.
Badiali, B., & Titus, N. (2010). Co-teaching: enhancing students learning through
mentor-intern partnerships. School-University Partnerships, 4(2), 74-80.
Baeten, M., & Simons, M. (2014). Student teachers' team teaching: Models, effects,
and conditions for implementation. Teaching and Teacher Education, 41, 92-110.
Baeten, M., & Simons, M. (2016). Innovative field experiences in teacher
education: Student-teachers and mentors as partners in teaching. International
Journal of Teaching and Learning in Higher Education, 28(1), 38-51.
Barratt, L., & Kontra, E.H. (2000). Native English speaking teachers in cultures other
than their own. TESOL Journal, 9(3), 19-23.
Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in
English as foreign language classrooms. Teacher Development, 10(2), 233-247.
Benson, P. (2012). Learning to teach across borders: Mainland Chinese student English teachers in Hong Kong schools. Language Teaching Research, 16(4), 483-499.
Boyle, J. (1997). Native-speaker teachers of English in Hong Kong. Language and
Education, 11(3), 163-181.
Buckley, F.J. (2000) Team teaching: What, why, and how? CA: Sage Publications Inc.
Canagarajah, A.S. (1999). Interrogating the ‘native speaker fallacy’: Non-linguistic
roots, non-pedagogical results. In G. Braine (ed.), Non-native educators in English
language teaching (pp. 77–92). Mahwah, NJ: Lawrence Erlbaum.
Carless, D. (2006). Collaborative EFL teaching in primary schools. ELT Journal,
60(4), 328-335.
Carley III, H. F. (2013). Team teaching styles utilized in Japan: Do they really
work?. Journal of International Education Research, 9(3), 247.
Chun, S. Y. (2014). EFL learners' beliefs about native and non-native English-
speaking teachers: perceived strengths, weaknesses, and preferences. Journal
of Multilingual and Multicultural Development, 35(6), 563-579.

Cook, V. (2005). Basing teaching on the L2 user. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession (pp. 47-61). Springer.
Cook, G. (2010). Translation in Language Teaching: An argument for reassessment.
Oxford University Press.
Crooks, A. (2001). Professional development and the JET program: Insights and
solutions based on the Sendai City program. JALT Journal, 23(1), 31-46.
Crump, A. (2007). Examining the role of assistant language teachers on the JET
programme within the context of Nihonjinron and Kokusaika: Perspectives from
ALTs. (Unpublished master’s thesis). McGill University, Montreal, Quebec,
Canada.
Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL learner’s
speaking ability, accuracy and fluency. English Language and Literature
Studies, 6(2), 177.
Dong, Y., El-Sayed, J., & El-Sayed, M. (2011). A methodology for team teaching with field experts. International Journal of Process Education, 3(1), 43-50.
Dugan, K., & Letterman, M. (2008). Student appraisals of collaborative teaching.
College Teaching, 56(1), 11-15.
Ellis, D (1997). Becoming a master student. Boston: Houghton Mifflin.
Ellis, D (2015). Becoming a master student. Cengage Learning.
Ennis, R. H. (2016). Critical thinking across the curriculum: A vision. Topoi, 1-20.
Gardiner, W. (2010). Mentoring two student teachers: mentors’ perceptions of peer
placements. Teaching Education, 21(3), 233-246.
Gervey, R., Drout, M. O. C., & Wang, C. C. (2009). Debate in the classroom: An
evaluation of a critical thinking teaching technique within a rehabilitation
counseling course. Rehabilitation Education, 23(1), 61-73.
Gladman, A. (2015). Team teaching is not just for teachers! Student perspectives on the collaborative classroom. TESOL Journal, 6(1), 130-148.
Goker, S. (2006). Impact of peer coaching on self-efficacy and instructional skills in
TEFL teacher education. System, 34(2), 239-254.
Golkova, D., & Hubackova, S. (2014). Productive skills in second language
learning. Procedia-Social and Behavioral Sciences, 143, 477-481.
Goodnough, K., Osmond, P., Dibbon, D., Glassman, M., & Stevens, K. (2009). Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions. Teaching and Teacher Education, 25(2), 285-296.
Graziano, K. J., & Navarette, L. A. (2012). Co-teaching in a teacher education classroom: Collaboration, comprise, and creativity. Issues in Teacher Education, 21(1), 109-126.
Gurgur, H., & Uzuner, Y. (2011). Examining the implementation of two co-teaching
models: team teaching and station teaching. International Journal of Inclusive
Education, 15(6), 589-610.
Gurkan, S., & Yuksel, D. (2012). Evaluating the contributions of native and non-
native teachers to an English Language Teaching program. Procedia-Social and Behavioral Sciences, 46, 2951-2958.
Halpern, D. F. (2004). The development of adult cognition: Understanding constancy
and change in adult learning. Leader development for transforming
organizations: Growing leaders for tomorrow (pp.125-152).
Hatcher, T., Hinton, B., & Swartz, J. (1996). Graduate student's perceptions of university team-teaching. College Student Journal, 30(3), 367-376.
Helms, M. M., Alvis, J. M., & Willis, M. (2005). Planning and implementing shared teaching: An MBA team-teaching case study. Journal of Education for Business, 81(1), 29-34.
Heo, J., & Mann, S. (2015). Exploring team teaching and team teachers in Korean
primary schools. English Language Teacher Education and Development,
17(3), 13-21
Hughes, C. E., & Murawski, W. A. (2001). Lessons from another field: Applying co-
teaching strategies to gifted education. Gifted Child Quarterly, 45(3), 195-204.
Inoue, N., & Stracke, E. (2013). Non-native English speaking postgraduate TESOL
students in Australia: Why did they come here. University of Sydney Papers in
TESOL, 8, 29-56.
Jang, S. J. (2006). Research on the effects of team teaching upon two secondary
school teachers. Educational research, 48(2), 177-194.
Jenkins, J., & Leung, C. (2014). English as a lingua franca. John Wiley & Sons, Inc..
Ken-Maduako, I., & Oyatogun, A. T. (2015). Application of team teaching in the English language class. Journal of Education and Practice, 6(29), 178-181.
Lazaraton, A. (2003). Incidental displays of cultural knowledge in the nonnative-English-speaker teacher’s classroom. TESOL Quarterly, 37(2), 213-245.
Lee, C. J. (2010). Native versus nonnative: A literacy teacher educator's story. Language and Literacy, 12(1), 46.
Letterman, M. R., & Dugan, K. B. (2004). Team teaching a cross-disciplinary honors course: Preparation and development. College Teaching, 52(2), 76-79.
Levis, J. (2015). Learners’ views of social issues in pronunciation learning. Journal of Academic Language and Learning, 9(1), A42-A55.
Levis, J. M., Sonsaat, S., Link, S., & Barriuso, T. A. (2016). Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50(4), 894-931.
Li, L. (2011). Obstacles and opportunities for developing thinking through interaction in language classrooms. Thinking Skills and Creativity, 6(3), 146-158.
Li, L., & Wegerif, R. (2014). What does it mean to teach thinking in China? Challenging and developing notions of ‘Confucian education’. Thinking Skills and Creativity, 11, 22-32.
Li, L. (2016). Thinking skills and creativity in second language education: Where are we now? Thinking Skills and Creativity, 22, 267-272.
Ling, C. Y., & Braine, G. (2007). The attitudes of university students towards non-
native speaker English teachers in Hong Kong. RELC Journal, 38(3), 257-277.
Llurda, E. (2004), Non-native-speaker teachers and English as an international language. International Journal of Applied Linguistics, 14(3), 314-323.
Luk, J. (2012). Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong. Language, Culture and Curriculum, 25(3), 249-264.
Luo, W. H. (2007a). A study of native English-speaking teacher programs in
elementary schools in Taiwan. Asia Pacific Education Review, 8(2), 311-320.
Luo, W. H. (2014). An exploration of professional development programs for teachers of collaborative teaching of EFL in Taiwan: A case study. The Asia-Pacific Education Researcher, 23(3), 403-412.
Ma, F., & Ping, L. (2012). Advantages and disadvantages of native‐and nonnative‐
English‐speaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 280-305.
Mahboob, A. (Ed.). (2010). The NNEST lens: Non native English speakers in TESOL.
Cambridge Scholars Publishing.
Mandel, K., & Eiserman, T. (2016). Team teaching in high school. Educational
Leadership, 73(4), 74-77.
Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in
adolescents: Explicit instruction produces greatest gains. Thinking Skills and
Creativity, 6(1), 1-13.
Medgyes, P. (1992). Native or non-native: Who's worth more? ELT Journal, 46(4),
340-349.
Medgyes, P. (2001). When the teacher is a non-native speaker. Teaching English as a
second or foreign language, 3, 429-442.
Mok, J. (2009). From policies to realities: Developing students’ critical thinking in
Hong Kong secondary school English writing class. RELC Journal, 40(3), 262-
279.
Murawski, W., & Boyer, L. (2008). What is really happening in co-taught classes?
One state knows! In Teacher Education Division of the Council for Exceptional
Children Conference, Dallas, TX.
Nevin, A. I., Thousand, J. S., & Villa, R. A. (2009). Collaborative teaching for teacher
educators- What does the research say? Teaching and Teacher Education, 25(4),
569-574.
Pasternak, M., & Bailey, K. M. (2004). Preparing nonnative and native English-
speaking teachers: Issues of professionalism and proficiency. Learning and
teaching from experience: Perspectives on nonnative English-speaking
professionals, 155-175.
Paul, R. W. (1993). Critical thinking: Fundamental to education for a free society. In J.
Willsen & A. J. A. Binker (Eds.), Critical thinking: What every person needs to
survive in a rapidly changing world (3rd ed.). Santa Rosa, CA: Foundation for
Critical Thinking.
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Pithers, R. T., & Soden, R. (2000). Critical thinking in education: A review.
Educational research, 42(3), 237-249.
Rao, Z. (2010). Chinese students' perceptions of native English-speaking teachers in
EFL teaching. Journal of Multilingual and Multicultural Development, 31(1),
55-68.
Reed, B., & Peirce, B. (2004). Strategies for teaching critical reading and textbook
reading. Prince George’s Community College, Handbook of critical thinking
resources, 5-6.
Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher's
self-image: An international survey. System, 22(3), 353-367.
Rico, L. J. A. (2014). Identifying factors causing difficulties to productive skills
among foreign languages learners. Opening Writing Doors Journal, 11(1), 65-
86.
Rosenfeld, M., Leung, S., & Oltman, P. (2001). Identifying the reading, writing,
speaking, and listening tasks important for academic success at the
undergraduate and graduate Levels. TOEFL monograph series MS-
21. Princeton, NJ: Educational Testing Service.
Samimy, K. K., & Brutt-Griffler, J. (1999). To be a native or non-native speaker:
Perceptions of “non-native” students in a graduate TESOL program. Non-native
educators in English language teaching, 127-144.
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford University
Press.
Stern, P. H. (1992). The trouble with foreign teachers of English in Japan. Journal of
Career Planning and Employment, 52(3), 53-56.
Sung, C. C. M. (2014). An exploratory study of Hong Kong students’ perceptions of
native and non-native English speaking teachers in ELT. Asian Englishes, 16(1),
32-46.
The Critical Thinking Community. (2015). Critical Thinking Testing and Assessment. Retrieved from http://www.criticalthinking.org/pages/critical-thinking-testing-and-assessment/594
Thomas, J. (1999) Voices from the periphery: Non-native teachers and issues of
credibility. Non-native educators in English language teaching, 5-13.
Thousand, J. S., Villa, R. A., & Nevin, A. I. (2006). The many faces of collaborative
planning and teaching. Theory into practice, 45(3), 239-248.
Üstünlüoğlu, E. (2004). Language teaching through critical thinking and self-
awareness. English Teaching Forum, 42(3), 2-8.
Walkinshaw, I., & Oanh, D. H. (2014). Native and non-native English language
teachers: Student perceptions in Vietnam and Japan. SAGE Open, 4(2), 1-9.
Walsh, K., & Elmslie, L. (2005). Practicum pairs: An alternative for first field
experience in early childhood teacher education. Asia-Pacific Journal of Teacher
Education, 33(1), 5-21.
Wang, L. Y., & Lin, T. B. (2014). Exploring the identity of pre-service NNESTs in
Taiwan: A social relationally approach. English Teaching: Practice and Critique,
13(3), 5-29.
Welch, M., Brownell, K., & Sheridan, S. M. (1999). What’s the score and game plan
on teaming in schools? A review of the literature on team-teaching and school-
based problem solving teams. Remedial and Special Education, 20(1), 36-49.
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377-
389.
Wong, C. Y. (2009). Are native speakers “good” language instructors? A case study of
untrained ESL tutors. Annual Review of Education, Communication, and
Language Sciences, 6, 122-140.
Workforce Development Agency (2017). Retrieved from
http://ezworktaiwan.wda.gov.tw/ezworken/home.jsp?pageno=201508100020
Wu, W. C. V., Marek, M., & Chen, N. S. (2013). Assessing cultural awareness and
linguistic competency of EFL learners in a CMC-based active learning content.
System, 4(3), 515-528.
Yang, Y. T. C., Chuang, Y. C., Li, L. Y., & Tseng, S. S. (2013). A blended learning
environment for individualized English listening and speaking integrating critical
thinking. Computers and Education, 63, 285-305.
Yeh, C. Y., & Wang, Y. H. (2009). Native and non-native English speaking teacher’s
beliefs and their influences on practices: A case study of elementary team-
teaching teachers in Hsin Chu City. Taiwan Journal of TESOL, 6(2), 93-120.