引進外籍英語教師計畫之措施及成效探討：以臺北市為例

Abstract

多年來臺北市推動引進外籍英語教師（簡稱外師）協助英語教學計畫，期望藉由外師參與英語教學，營造良好的英語學習情境，提升學生英語聽說能力與學習興趣。本研究旨在探討臺北市實施「引進外籍英語教師協助英語教學計畫」在國中小學之推動現況、實施成效及可行改進方向。採用質性研究法，透過半結構式訪談方式，深入訪談臺北市9位實際參與該計畫的外師業務承辦教師、主任及國中小校長。訪談內容聚焦於三大面向：學校管理機制與配套措施、外師引進政策的實施成效，以及未來政策可改進之處。訪談資料經整理與歸納後，研究結果發現：（一）學校多依循教育部與地方政府所訂定之契約規範及行政公文指引執行外師計畫，部分學校亦建立配套機制如協同備課、行政支援與教學考核制度，惟聘任與經費核銷流程仍顯繁複；（二）外師對學生英語聽力與口語能力具有顯著助益，學生普遍能適應全英語授課情境，且外師融入校園生活亦提升整體英語學習氛圍；（三）承辦人員認為行政負擔與師資媒合制度仍有改善之處，建議簡化流程、提供更明確的制度配套，並強化外師文化適應與教學支援系統。最後，研究依據結果對教育主管機關與學校實務提出建議，並針對未來研究方向提供參考，期盼能為後續英語教育政策提供實證基礎與推動依據。For years, Taipei has promoted the recruitment of foreign English teachers to support English instruction, with the goal of creating an immersive English learning environment and enhancing students' listening and speaking abilities, as well as their interest in learning English. This study aimed to explore the current implementation, effectiveness, and potential areas for improvement of the "Foreign English Teacher Recruitment Program" in elementary schools and junior high schools in Taipei City. A qualitative research approach was adopted, utilizing semi-structured interviews with nine school personnel in Taipei, including foreign teacher coordinators, academic directors, and principalsfrom junior high and elementary schools. The interviews focused on three main aspects: school management mechanisms and supporting measures, the effectiveness of the foreign teacher recruitment policy, and directions for future improvement. The data collected were systematically categorized and analyzed to draw conclusions and make specific recommendations. The findings reveal: (1) Most schools implement the program based on contracts and administrative guidelines issued by the Ministry of Education and local authorities. Some schools have also developed support systems such as co-planning, administrative assistance, and teaching evaluations; however, the processes related to teacher recruitment and funding reimbursement remain overly complex. (2) Foreign teachers have a significant positive impact on students’ English listening and speaking abilities. Students generally adapt well to English-only instruction, and the integration of foreign teachers into the school environment has resulted in a more vibrant English learning atmosphere. (3) School staff members expressed the need for improvements in administrative workload and teacher-matching systems. Suggestions for the authorities concerned include streamlining procedures, offering clearer policy frameworks, and enhancing cultural orientation and instructional support for foreign teachers. Based on the results, this study offers practical recommendations for educational authorities and schools, and proposes directions for future research, with the hope of providing an empirical foundation for the ongoing development of English education policies.