The purposes of this study are: To understand the benefits brought by Native English
Speaking Teachers (NESTs) to elementary English teaching in Taichung from the
perspectives of NESTs and Non-native English Speaking Teachers (NNESTs) while
examining their differing opinions; to understand the views of successful team teaching
by NESTs and NNESTs while examining their differing opinions; to understand the
feelings and expectations of NESTs and NNESTs toward team teaching by examining
their differing opinions.
The subjects of the survey questionnaires which the researcher adopted for this study
included twenty-eight NNESTs and 12 NESTs from 11 elementary schools in Taichung.
The first of two sets of questionnaires was administered three months after team teaching
had been completed, and the second set was administered at the end of the team teaching
period. Descriptive statistics was the method used in the study to calculate both the
percentage and frequency of the data.
Findings were manifested as follows:
1. The benefits of employing NESTs included; demonstrating good language skills for
students, providing different cultural stimulus for students, promoting students’
interests toward learning English, decreasing students’ anxiety toward learning
English, augmenting students’ English learning achievement, facilitating students’
ability to learn English in real communication situations and acquiring teaching skills
from collaborative partners. Particularly, most of NNESTs agreed NESTs brought the
above benefits
2. Most of NESTs and NNESTs agreed classroom management assisted by NNESTs
was necessary.
3. Most teachers agreed on the importance of equal coordination and open
communication. Also, teaching experience, cooperation and enthusiasm are crucial factors for successful team teaching in accordance with the findings.
4. Most teachers were willing to choose team teaching at the beginning of the study,
however, the percentage of willingness was lower in the second semester.
5. Most NESTs were generally satisfied with the NNESTs collaboration; however, most
NNESTs were more satisfied with the NESTs’ collaboration in second semester.
6. The percentage of NESTs’ willingness to continue team teaching was similar over
both semesters, however, the percentage of NNESTs’ dissatisfaction with team
teaching in collaboration with NESTs was slightly higher in the second semester.
