Students' Perceptions of GTA Instruction of the English Listening Lab

Abstract

放眼許多歐美國家，特別美國大學依賴研究生助教擔任基礎課程與實習課的教學工作日以俱增；同樣地，近來台灣各大專院校因教育部獎勵教學卓越以提昇教學品質及競爭力之故，積極培訓研究生擔任教學助理已經成為計畫中極為重要之方案。因此，本研究透過量化之教學評鑑量表及質化之大學生訪談兩項研究方法收集完整資料，探討大學生對英聽實習研究生教學助教的看法及評鑑。研究結果指出學生對於研究生教學助教上英聽實習課的五大看法（教學方法與策略、英聽教室操作技巧、英語能力、課程設計、及GTA角色），也發現學生滿意度最高的為教學助教之教學表現。本研究結論對於研究生助教負責大學部課程的教學現況提供深入與建設性的建議，相信將有助於提升研究生助教訓練品質、研究生授課與英語能力雙方面專業發展、及英語學習效率。

An increasing amount of undergraduate instruction is undertaken by graduate students working as teaching assistants (GTAs) in higher education institutes worldwide. Likewise, more colleges and universities in Taiwan have also started involving GTAs in their effort of enhancing excellence in teaching. Therefore, this study aims at examining GTAs' instruction of the English listening lab from the undergraduate students' perspective. Qualitative and quantitative data were collected through student interviews and a survey questionnaire. Five major themes were derived from analysis of the interview transcripts. In addition, the questionnaire survey results indicated that the GTAs' teaching performance was rated higher than course design and student learning by the participating undergraduate students. This study was concluded by proposing suggestions for GTAs' pedagogical, English, and lab skills training. Findings of this study will have implications for and significant contributions to GTA training programs in Taiwan and in other EFL contexts.