本研究的主要目的在於探討大台北地區家長對於中外籍英語教師之看法。參與此研究的對象為兩百一十位台北市及新北市的學生家長。研究方法為問卷調查法，家長填寫研究者所設計之問卷。研究結果顯示，整體而言台灣家長偏好孩子的英語由外籍教師來教授，但在孩子學習英語聽、說、讀、寫、發音及文法方面則各有所偏好，家長偏好聽、說及發音能力由外籍老師來教授，而認為文法能力由中籍老師來教授較適合;在讀、寫能力方面並沒有偏好。另外，此研究結果也顯示台灣家長認為中外籍英語教師各有優缺點，因此期待英語教育可由中外籍教師一起協同教學以提升孩子的英語能力。本研究的結果可提供教育部及坊間英語補習班未來在擬招聘英語老師時之參考，有助於提升國內英語教師之素質及教學品質。

This study aims to explore northern Taiwanese parents’ perceptions of NESTs and NNESTs. Two hundred and ten Taiwanese students’ parents living in Taipei or New Taipei City participated in the present study. A questionnaire survey designed by the researcher was distributed. The results show that, in general, the Taiwanese parents prefer their children’s English education being taught by NESTs, however, as for learning the areas of listening, speaking, reading, writing, pronunciation, and grammar, the parents think aural, oral, and pronunciation skills are better taught by NESTs, and grammar is better taught by NNESTs; however, the parents have no preference as to who is better to teach reading and writing skills. Furthermore, the results also indicated that the Taiwanese parents think NESTs and NNESTs both have their advantages and disadvantages, thus the parents expect the English education can be collaboratively taught by NESTs and NNESTs to improve children’s English learning effectiveness. This study might provide MOE and English educational institutions some suggestions and thereby enhance local English teachers’ quality and teaching quality.

CHAPTER ONE: INTRODUCTION……………………………………..1                             
	Background……………………………………………………………………….1
	Statement of the problem………………………………………………………....4
	Purpose of the study……………………………………………………………....6
	Research questions………………………………………………………………..7
	Significance of the study……………………………………………………….....8

CHAPTER TWO: LITERATURE REVIEW……………………………...9
	Definitions of NS and NNS……………………………………………………….9
	NEST versus NNEST………………………………………………………….....12
	Advantages and disadvantages of NES and NNES…………………………........16
	Parents’ attitudes toward NEST and NNEST………………………………….....17

CHAPTER THREE: METHODOLOGY…………………………….......19
	Participants……………………………………………………………………....19
	Instruments…………………………………………………………………........19
	Procedures……………………………………………………………………….21
    Data collection and analysis……………………………………………………..24

CHAPTER FOUR: RESULTS AND DISCUSSION................................25
	Demographic information of participants……………………………………….25
	The results of northern Taiwanese parents’ perceptions of NNESTs and	NESTs…………………………………………………………………………...28
	   A. Northern Taiwanese parents’ perceptions and expectations NNESTs 	   
       and NESTs………………………………………………………………......28
	   B. The parents’ preference to NESTs or NNESTs regarding six English
       skills and five sections………………………………………………………48
	   C. General northern Taiwanese parents’ preference to NESs or NNESs as 	
       English teachers…………………………………………………………......54

CHAPTER FIVE: CONCLUSION, IMPLICATIONS, AND 
LIMITATIONS………………………………………………………......59
	Conclusion………………………………………………………………............59
		The parents’ expectations of NNESTs and NESTs…………………….......60
		The expectations of MOE and English educational institutions……….......62
	Pedagogical Implications……………………………………………………......63
	Limitations of the study…………………………………………………………64
	Suggestions for future studies…………………………………………………...64
References…………………………………………………………….....66

Appendix A Questionnaire for Expert validity (Chinese version)…………………80
Appendix B Questionnaire for pilot study (Chinese version)……………………...88
Appendix C Formal questionnaire (Chinese version)……………………………...95
Appendix D Formal questionnaire (English version)……………………………...102
Appendix E The results of the mean scores on perceptions of NNESTs…………...111
            The results of the mean scores on perceptions of NESTs…………….114






























LIST OF TABLES

Table 3-1 The results of Cronbach α reliability in terms of NNESTs……………......22
Table 3-2 The results of Cronbach α reliability in terms of NESTs………………….23
Table 4-1 The frequency distribution of background information (N = 150)………...26
Table 4-2 Top 5 statements most recognized by northern Taiwanese parents   	    
       	toward NNESTs……………………………………………………………30
Table 4-3 Bottom 5 statements least recognized by northern Taiwanese parents 
       	toward NNESTs……………………………………………………………30
Table 4-4 Top 5 statements most recognized by northern Taiwanese parents 
      	toward NESTs………………………………………………………….......38
Table 4-5 Bottom 5 statements least recognized by northern Taiwanese parents 
       	toward NESTs……………………………………………………………...38
Table 4-6 The results of the mean scores on expectations of English teachers…….....45
Table 4-7 The result of t-Test for listening, speaking, reading, writing, grammar 			and pronunciation………………………………………………………......40
Table 4-8 The result of t-Test for English teachers in terms of five sections…………53
Table 4-9 The result of t-Test for the parnet’ preference to NESTs or NNESTs……...55
Table 4-10 The result of t-Test for nationalities of English teachers at school……....57
Table 4-11 The result of t-Test for money spent on English learning………………..58

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