本研究旨在探討外籍英語教師（Native English-Speaking Teachers, NESTs）對臺灣⾼中英語學習者聽⼒理解成效之影響，並進⼀步檢視學⽣接受外籍教師授課時間⾧短是否與聽⼒進步具有相關性。在臺灣雙語政策與外籍英語教師招聘制度持續推動之下，NESTs 常被視為能夠提供真實語⾔輸⼊並提升學⽣聽說能⼒的重要資源。然⽽，現有研究多集中於學⽣態度、課堂互動或國中⼩情境，針對⾼中階段聽⼒理解成效之量化⽐較研究仍相對有限。
本研究採⽐較性前後測研究設計（comparative pretest–posttest design），以臺灣北部某公⽴⾼中六個⼀年級班級為研究對象。學⽣依座號奇偶數分為外籍教師組與本國教師組，並於不同時段接受以新聞英語為主題之課程。外籍教師課程以⼝說互動與英語輸⼊為主，本國教師課程則偏重閱讀與新聞寫作訓練。兩組皆於教學前後施測全民英檢中級聽⼒測驗（GEPT Intermediate ListeningTest, Form A），並以 SPSS 21 進⾏獨⽴樣本 t 檢定、 Pearson 相關分析與Spearman 等級相關分析。此外，本研究亦採⽤ median absolute deviation(MAD) ⽅法進⾏離群值檢測，以檢驗結果穩定性。
研究結果顯⽰，外籍教師組與本國教師組在後測聽⼒成績上未達顯著差異；即使排除極端值後，結果仍維持⼀致。此外，在外籍教師組內，學⽣接受7、8 或 9 週外籍教師教學與其聽⼒進步幅度之間亦未呈現顯著相關。研究結果顯⽰，單純增加外籍教師語⾔輸⼊與接觸時間，未必能直接轉化為可測量之聽⼒理解進步。
本研究認為，相較於教師是否為母語者，課堂中是否提供明確且系統性的聽⼒教學可能更為關鍵。研究結果亦指出，⽬前許多被歸類為「聽說導向」之外籍教師課程，實際上仍以⼝說互動活動為主，缺乏針對聽⼒理解歷程之明確訓練。因此，本研究建議未來⾼中英語課程與雙語政策在推動外籍教師制度時，應更加重視聽⼒教學策略與課程設計，⽽⾮僅依賴母語者⾝分與語⾔輸⼊本⾝。

This study investigates the impact of Native English-Speaking Teachers (NESTs) on Taiwanese senior high school students’ listening comprehension and further examines whether the amount of instructional time with NESTs is associated with students’ listening improvement. Under Taiwan’s Bilingual Nation 2030 policy and the increasing recruitment of NESTs in public schools, native English-speaking teachers are often assumed to provide authentic language input that enhances students’ listening and speaking abilities. However, previous studies have primarily focused on learner perceptions, classroom interaction, or elementary and junior high school contexts, while outcome-based quantitative research on listening comprehension at the senior high school level remains limited.
This study adopted a comparative pretest–posttest design involving six intact 10th-grade classes from a public senior high school in northern Taiwan. Within each class, students were divided into a NEST-led group and a local teacher-led group based on student numbers. Both instructional conditions were organized around the theme of news English. The NEST-led classes emphasized oral communication and English-medium interaction, whereas the local teacher-led classes focused more on reading and news-writing activities. Students completed the GEPT Intermediate Listening Test (Form A) before and after the instructional period. Quantitative data were analyzed using independent-samples t tests, Pearson’s correlation, and Spearman’s rank-order correlation in SPSS 21. In addition, the median absolute deviation (MAD) procedure was employed to identify extreme values and examine the robustness of the findings.
The results revealed no statistically significant difference in posttest listening comprehension performance between students taught by the NEST and those taught by the local teacher. The findings remained consistent after the exclusion of extreme values. Furthermore, within the NEST group, no significant correlation was found between instructional duration (7, 8, or 9 weeks) and students’ listening gain scores. These findings suggest that increased exposure to native-speaker input and longer instructional time alone may not necessarily lead to measurable improvement in listening comprehension.
The study argues that explicit listening instruction may play a more important role in listening development than teacher nativeness itself. Classroom observations further indicated that many classes institutionally categorized as ‘listening and speaking’ primarily emphasized speaking-oriented interaction rather than systematic listening pedagogy. Therefore, the findings highlight the importance of instructional design and listening strategy instruction in EFL classrooms. The study also suggests that future implementation of NEST programs in Taiwanese senior high schools should place greater emphasis on pedagogical practices rather than relying primarily on native-speaker identity and language exposure alone.

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