||In 2008, Kaohsiung City launched an English co-teaching program, which annually recruits 12 young American college graduates to promote English language instruction and cultural exchange. These young Americans serve as English teaching assistants (ETAs), whose main duty is to co-teach with local English teachers (LETs). This study aims to understand the students’ learning English attitude and motivation in elementary schools participating in the LET and ETA co-teaching program, investigate the interaction effects of grade, cram school experience and LET and ETA co-teaching on students’ English learning attitude and motivation and to offer a few concrete suggestions for the improvement of co-teaching program in public elementary schools based upon the results.|
The research adopted questionnaire survey method. The questionnaire was designed and distributed to 811 English teachers from 12 elementary schools in Kaohsiung City as the subjects. As a result, 618 were valid responded corresponding with a 76% of return rate. Descriptive statistics, t-test, one-way ANOVA, two-way ANOVA and Scheffe method were conducted for data analysis and finally come to the following results:
1. The interaction effects of co-teaching and grade on elementary school students’ attitude toward LET teaching, self-English learning and overall English learning attitude are significant.
2. The interaction effects of co-teaching and cram school experience on elementary school students’ self-evaluation of learning outcomes and overall English learning attitude are significant.
3. The interaction effects of co-teaching and grade on elementary school students’ instrumental motivation, negative motivation and overall English learning motivation are significant.
4. The interaction effects of co-teaching and cram school experience on elementary school students’ instrumental motivation are significant.
Based on the results of the study, some suggestions are proposed to the educational authorities, schools, as well as future studies.