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。

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.

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

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