淡江大學覺生紀念圖書館 (TKU Library)
進階搜尋


下載電子全文限經由淡江IP使用) 
系統識別號 U0002-2908201221400000
中文論文名稱 研究生助教的自我評估及大學生對其大一英文實習課教學之觀感
英文論文名稱 Students' Perceptions and GTAs' Self-Perceptions of GTA Instruction of Freshman English Lab
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 100
學期 2
出版年 101
研究生中文姓名 蔡瑋珊
研究生英文姓名 Wei-Shan Tsai
學號 698110706
學位類別 碩士
語文別 英文
口試日期 2012-06-27
論文頁數 109頁
口試委員 指導教授-王藹玲
委員-李利德
委員-林怡弟
中文關鍵字 研究生助教  教學助理  英文實習課  教學觀感 
英文關鍵字 graduate teaching assistants  GTAs  student perceptions  GTAs' self-perceptions  English language lab 
學科別分類 學科別人文學語言文學
中文摘要 世界各國高等教育機構普遍運用研究生擔任大學基礎課程的教學工作。目前,台灣高等教育機構為因應不斷增長的英語教育需求,逐漸聘請研究生任教大學基礎英語課程。為深入了解台灣高等教育機構運用研究生擔任基礎英語課程教學工作的成效,本研究針對北部一所大學的學生及研究生助教,以量化的學生問卷調查及質化的學生及研究生助教訪談,探討研究生助教及大學生對於研究生助教大一英文實習課教學之觀感。研究結果發現,整體而言,大學生及研究生助教皆滿意其大一英文實習課之教學。本研究結論對於研究生助教的英語教學及訓練提供深入且具體的建議,有助於提升以英語為第二外語國家高等教育的英語教學品質。
英文摘要 As the responsibility of undergraduate instruction is increasingly given over to graduate teaching assistants (GTAs) in higher educational institutes worldwide, a growing number of universities in EFL contexts employ GTAs to teach introductory undergraduate English courses. Therefore, this study aims to explore students’ perceptions and GTAs’ self-perceptions of GTA instruction of English lab courses. Both quantitative data and qualitative data were colleted from a questionnaire delivered to students and interviews with students and GTAs in 3 classes of Freshman English Lab at a university in northern Taiwan. Results show that the undergraduate and GTAs were generally content with the GTAs’ instruction of Freshman English Lab. Findings of this study provide valuable and useful insights into GTA instruction and GTA training programs for English lab teaching in EFL contexts.
論文目次 LIST OF TABLES VII
CHAPTER ONE 1
INTRODOUTION 1
Background 1
Purpose of the Study 4
Research Questions 5
Significance of the Study 5
Definition of Terms 5
Graduate Teaching Assistant 6
Freshman English Lab 7
CHAPTER TWO 9
LITERATURE REVIEW 9
The Role of GTAs 9
GTAs’ Professional Knowledge 11
GTAs’ Interpersonal Skills 14
GTAs’ Teaching Performance 16
GTA Training 19
CHAPTER THREE 22
METHODOLOGY 22
Participants 22
Undergraduate Students 22
GTAs 23
Instruction Material 24
Instrument 25
Questionnaire 25
Interviews 26
Data Collection 27
Procedures 27
Data Analysis 28
Trustworthiness 29
CHAPTER FOUR 30
RESULTS 30
Quantitative Results 30
Undergraduate Students’ Evaluation of GTA Instruction 30
Qualitative Results 33
The Roles of GTAs 34
Undergraduate Students’ Perceptions—as friends instead of teachers 34
GTAs’ Perceptions—as teachers 35
Interpersonal Skills and Individual Rapport with Students 36
Undergraduate Students’ Perceptions 36
Approachability. 36
Informality. 37
Individual rapport. 38
Accessibility. 39
Concerns. 40
GTAs’ Perceptions 40
Encouraging attitude. 41
Informal talks. 41
Individual rapport. 42
Accessibility. 43
English Language Skills 44
Undergraduate Students’ Perceptions 45
English proficiency. 45
English use. 46
GTAs’ Perceptions 48
English proficiency. 48
English use. 49
Teaching Style 50
Undergraduate Students’ Perceptions 50
Enthusiastic. 51
Energetic. 51
Humorous. 52
Relaxing. 52
Lacking control. 53
GTAs’ Perceptions 53
Well-motivated. 54
Enthusiastic and energetic. 54
Relaxing and funny. 55
Teaching Techniques 56
Undergraduate Students’ Perceptions 56
Interactive. 56
Diverse. 58
Organized and clear. 58
Adaptability and flexibility. 59
GTAs’ Perceptions 60
Difficulties. 60
Course Design 62
Undergraduate Students’ Perceptions 62
Worthiness of learning. 62
Breadth of coverage. 63
Tests. 65
Assignments. 65
Workload and difficulty. 66
GTAs’ Perceptions 67
Worthiness of learning. 67
Breadth of coverage. 67
Tests. 69
Assignments. 70
Workload and difficulty. 70
Lab Skills 71
Undergraduate Students’ Perceptions 71
GTAs’ perceptions 72
GTA Training 72
CHAPTER FIVE 74
DISCUSSION, CONCLUSION, AND IMPLICATIONS 74
Discussion 74
Overall Perceptions 74
Workload and Difficulty 75
Instructor Enthusiasm 75
Group Interaction 76
English Exposure and Use 77
Individual Rapport 78
Organization and Clarity 80
Breadth of Coverage 81
Worthiness of Learning 82
Assignments 83
Tests 84
Classroom Management 84
GTA Training 85
Conclusion 86
Implications 87
Limitations 88
Recommendations for Future Research 89
References 91
Appendix A:Questionnaire 102
Appendix B: Questionnaire (Chinese Version) 106

參考文獻 Bollis-Pecci, T.S. & Walker, K. L. (1999-2000). Peer mentoring perspectives in GTA training: a conceptual road map. Journal of Graduate Teaching Assistant Development, 7(1), 39-64.
Bogdan, R. D. & Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn & Bacon.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Education Inc.
Brown, H. D. (2007). Principles of language learning and teaching, 5th edition. White Plains, NY: Pearson Education Inc.
Burk, J. E. (2001). Preparing the professoriate: instructional design training for GTAs. Journal of Graduate Teaching Assistant Development, 8(1), 21-26.
Chou, H.N. (2009). Students' perceptions of GTA instruction of the English listening lab. English Teaching and Learning, 33(4), 35-83.
Clayton, M. (2000). Foreign teaching assistants’ first test: The accent. Christian Science Monitor, 92(198), 14.
Cooper, P. J. , Stewart, L. P. & Gudykunst, W. B. (1982). Relationshop with instructor and other variables influencing student evaluations of instruction. Communication Quarterly, 30(4), 308-315.
Crewe, L. (1996). Graduate teaching assistants programmes: The challenges ahead. Journal of Geography in Higher Education, 20(1), 83-89.
Cullen, R. (2001). The use of lesson transcript for developing teachers’ classroom language. System, 29(1), 27-44.
D’Andrea, V. (1996). Starting a teaching assistants’ programme: Lessons learned in the USA. Journal of Geography in Higher Education 20, (1) 89-99.
Darby, L. (2005). Science students’ perceptions of engaging pedagogy. Research in Science Education, 35, 425–445.
DeChenne, S. E. & Enochs, L. (2010). Measuring the teaching self-efficacy of science, technology, engineering, and math graduate teaching assistants, presented at American Educational Research Conference, Denver, Co.
DeChenne, S. E. (2009). Model of factors that contribute to the teaching effectiveness of graduate teaching assistants, presented at the Association for the Study of Higher Education, Vancouver, BC.
Dick, R. C., & Robinson, B. M. (1993). Oral English Proficiency requirements for ITAs in U.S. Colleges and university: An issue in speech communication. ERIC Document Reproduction Service No. ED360653.
Dudley, M. (2009). Jumping out of an airplane: a TA’s perspective on teaching effectiveness. Eastern Education Journal, 38(1),1-10.
Etkina, E. (2000). Helping graduate assistants teach physics: Problems and solutions. Journal of Graduate Teaching Assistant Development, 7(3), 123-137.
Fagen, A. P., & Wells, K. M. S. (2004). In Wulff, D. H. & Austin, A. E. (Eds.), Paths to the professoriate: Strategies for enriching the preparation of future faculty. San Francisco, CA: Jossey-Bass.
Flora, B. H., Graduate assistants: students or staff, policy or practice? The current legal employment status of graduate assistants. The Journal of Higher Education Policy and Management, 29(3), 315-322.
Gillon, E., and J. Hoad. (2001). Postgraduate students as teachers. National postgraduate committee. Retrieved February 21, 2012, from www.npc.org.uk/page/1003797676
Golde, C. M., & Dore, T. M. (2001). At Cross Purposes: What the experiences of doctoral students reveal about doctoral education. Retrieved February 28, 2012, from http://phd-survey.org/report%20final.pdf
Goodlad, S. (1997). Responding to the perceived training needs of graduation teaching assistants. Studies in Higher Education. 22(1), 83-96.
Harding, E. & Rodgers, T. (1985). Language laboratories: What have we learned? NASSP Bulletin, 69(480), 21-29.
Hollar, K., Carlson, V. & Spencer, P. (2000). 1+1=3: Unanticipated benefits of a co-facilitation model for training teaching assistants. Journal of Graduate Teaching Assistant Development, 7(3), 173-181.
Horwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating language teachers’ feelings of foreign language anxiety. Foreign Language Annals, 23(3), 365-372.
Howatt, A., & Widdowson, H. (2004). A history of English language teaching. Oxford: Oxford University Press.
Hiimae, K., Lambert, L., & Hayes, D. (1991). How to establish and run a comprehensive teaching assistant training program: In J. D. Nyquist R. D., Abbot D. H., Wulff, and J. Sprague (Eds.), Preparing the professoriate of tomorrow to teach: selected readings in TA training, Dubuque, IA: Kendall/Hunt.
Johnson, P. E. (2001). Changing roles for the teaching assistant: A workshop plan. Journal of Graduate Teaching Assistant Development, 8(1), 33-35.
Jones, J. L. (1993). TA training: from the TA's point of view. Innovative Higher Education, 18(2), 147-161.
Kendall, K. D. & Schussler E. E. (2012). Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors. CBE Life Sciences Education, 11, 187-199.
Koerner, R. J. (1988). Language laboratory in the high school: Dinosaur or valuable tool for the teaching of foreign languages? CALICO Journal, 6(1), 82-86.
Knotts, H., & Main, E. C. (1999). Teaching Ph.D. students to teach political science: The Emory TATTO Program. PS: Political Science And Politics, 32(3), 607-610.
Kuo, Y. H. (2002) International teaching assistants on American campuses. International Journal of Curriculum and Instruction, 4(1), 63-71.
Linehan, D. (1996). ‘Postgrads on the Edge’: The status and experience of postgraduate teaching in Geography departments in the UK. Journal of Geography in Higher Education, 20(1), 107-117.
Lin, J. G., & Yi, J. K. (1997). Asian international students’ adjustment: Issues and program suggestions. College Student Journal, 31(4), 473-480.
Luft, J. A., Kurdziel, J. P., Roehrig, G. H., & Turner, J. (2004). Growing a garden without water: Graduate teaching assistants in introductory science laboratories at a doctoral/research university. Journal of Research in Science Teaching, 41(3), 211-233.
Lueddeke, G.R. (1997). Training postgraduates for teaching: Considerations for programme planning and development. Teaching in Higher Education, 2(2), 141-151.
Luo, J., Bellow, L., & Grady, M. (2000). Classroom management issues for teaching assistants. Research in Higher Education, 41(3), 353-383.
Marsh, H.W., Fleiner, H. & Thomas, C. S. (1975). Validity and usefulness of student evaluation of instructional quality. Journal of Educational Psycology, 67, 833-839.
Marsh, H. (1982a). SEEQ: A reliable, valid and useful instrument for collecting students' evaluations of university teaching. British Journal of Educational Psychology, 52, 77-95.
Marsh, H. (1982b). Validity of students' evaluations of college teaching: A multitraitmultimethod analysis. Journal of Educational Psychology, 74, 264-279.
Marsh, H. (1983). Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course instruction characteristics. Journal of Educational Psychology, 75, 150-156.
Marsh, H. (1987). Students' evaluations of university teaching: Research findings,
methodological issues, and directions for future research. International Journal of Educational Research, 11, 253-288.
Marsh, H. (1991). Multidimensional student evaluations of teaching effectiveness: A test of alternative higher-order structures. Journal of Educational Psychology, 83, 285-296.
Martin, A. J. (2006). The relationship between teachers’ perceptions of student motivation and engagement and teachers’ enjoyment of and confidence in teaching. Asia-Pacific Journal of Teacher Education, 34, 73-93.
Muzaka, V. (2009). The niche of graduate teaching assistants (GTAs): perceptions and reflections. Teaching in Higher Education. 14 (1), 1-12.
McGough, S. (2002). The future of political studies: Graduate teaching in the new millennium. Birmingham. UK: C-SAP Project 2001-2, University of Birmingham and UK Political Studies Association.
Medgyes, P. (1994). The non-native teacher. London, UK: MacMillan.
Meyers, S. A., & Prieto, L. R. (2000a). Training in the teaching of psychology: What is done and examining the differences. Teaching Of Psychology, 27(4), 258-61.
Meyers, S. A., & Prieto, L. R. (2000b). Using active learning to improve the training of psychology teaching assistants. Teaching of Psychology, 27(4), 283-84.
Meyers, S. A., Lansu, M. L., Hundal, J. S., Lekkos, S. K., & Prieto, L. R. (2007). Preparing new psychology instructors to teach undergraduates: Developing confidence and competence. Journal of Faculty Development, 21(1), 45-54.
Mills, N. (2011). Teaching assistants' self-efficacy in teaching literature: sources, personal assessments, and consequences. The Modern Language Journal, 95(1), 61-80.
Minister of Education. (2005). Teaching and Excellence Development Program. Retrieved March 22, 2012, from http://www.csal.fcu.edu.tw/edu/program_index.asp
Norris, T. (1991). Nonnative English-speaking teaching assistants and student performance. Research in Higher Education, 32, 433-448
Okoth, E. A., & Mupinga, D. M. (2007). An Evaluation of the International Graduate Teaching Assistants Training Program. Online Submission.
O’Neal C.,Wright M., Cook C., Perorazio T., Purkiss J. (2007). The impact of teaching assistants on student retention in the sciences: lessons for TA training. Journal of College Science Teaching, 36, 24–29.
Oppenheim, N. (1998). Undergraduates’ assessment of international teaching assistants’ communicative competence. ERIC Document Reproduction Service No. ED 423783.
Park, C. (2002). Neither fish nor fowl? The perceived benefits and problems of using Graduate Teaching Assistants (GTAs) to teach undergraduate students. Higher Education Review, 35(1), 50-62.
Park, C., & Ramos, M. (2002). The donkey in the department? Insights into the graduate teaching assistant (GTA) experience in the UK. Journal of Graduate Education, 3, 47-53.
Park, C. (2004). The graduate teaching assistant (GTA): Lessons from North American experience. Teaching in Higher Education, 9(3), 349-357.
Piccinin, S., & Fairweather, D. (1997). A local analysis of TA training needs: Implications for the planning and development of TA training programs. The Journal of Graduate Teaching Assistant Development, 4(1), 23-34.
Plakans, B. S. (1997). Undergraduates’ experiences with and attitudes toward international teaching assistants. TESOL Quarterly, 31(1), 95-119.
Rivers, W. M. (1970). Teaching foreign-language skills. Chicago: University of Chicago Press.
Robinson, J. (2000). New teaching assistants facilitate active learning in chemistry laboratories: Promoting teaching assistant learning through formative assessment and peer review. Journal of Graduate Teaching Assistant Development, 7(3), 147-62.
Rogow, R. & Birch, D. R. (1984). Teaching assistants unionization: origins and implications. Canadian Journal of Higher Education, 14(1), 11-29.
Rubin, D. L. (1992). Nonlanguage factors affecting undergraduates’ judgments of nonnative English-speaking teaching assistants. Research in Higher Education, 33(4), 511-531.
Rushin, J. W., De Saix, J., Lumsden, A., Streubel, D. P., Summers, G., & Berson, C. (1997). Graduate teaching assistant training: A basis for improvement of college biology teaching and faculty development? American Biology Teacher, 59(2), 86-90.
Shannon, D. M., Twale, D. J., & Moore, M. S. (1998). TA teaching effectiveness: The impact of training and teaching experience. The Journal of Higher Education, 69(4), 440-446.
Stathan, A., Richardson, L. & Cook, J. A. (1991). Gender and university teaching: A negotiated difference. Albany: State University of New York.
Streitz, D. S. & Hunkler, J. A. (1997). Teaching or learning: Are teaching assistants students or employees? Journal of College and University Law, 24(2), 349-375.
Svinicki, M. (1995-96). A dozen reasons why we should prepare graduate students to teach. The Journal of Graduate Teaching Assistant Development, 3(1), 5-8.
Thomas, C. F., & Monoson, P. K. (1993). Oral English language proficiency of ITAs: Policy, implementation, and contributing factors. Innovative Higher Education, 17, 195-209.
Thornburg, N. A., Wood, F. E., & Davis, W. E. (2000). Keeping established teaching assistant training programs vital: What does it take? Journal of Graduate Teaching Assistant Development, 7(1), 77-83.
Trautwein, S. N. (1999). From Teaching Assistant to educator: Beginning steps on the professional path. Journal of Graduate Teaching Assistant Development, 7(1), 19-26.
Treichler, P. A. & Kramarae, C. (1983). Women’s talk in the ivory tower. Communication Quarterly, 31(2), 118-132.
Twale, D. J., Shannon, D. M., & Moore, M. S. (1997). NGTA and IGTA training and experience: Comparisons between self-ratings and undergraduate student evaluations. Innovative Higher Education, 22, 61-77.
Weimer, M., Svinicki, M., & Bauer, G. (1989). Designing programs to prepare TAs to teach. In J. D. Nyquist, R. D. Abbott, & D. H. Wulff (Eds.), Teaching assistant training in the 1990s, 57-69. San Francisco, CA: Jossey-Bass.
Wu, C. L. & Lee, H. (2009). An analysis of the effectiveness of teaching assistants in core courses and general education courses at college level. Taiwan Journal of General Education, 3, 67-96.
Yook, E. L., & Albert, R.D. (1996). Perceptions of international teaching assistants: The interrelatedness of intercultural training, cognition, and emotion. Journal of the Association for Communication Administration, 28(2), 71-77.
論文使用權限
  • 同意紙本無償授權給館內讀者為學術之目的重製使用,於2012-09-05公開。
  • 同意授權瀏覽/列印電子全文服務,於2012-09-05起公開。


  • 若您有任何疑問,請與我們聯絡!
    圖書館: 請來電 (02)2621-5656 轉 2281 或 來信