許多學者經過實驗證明，教室內的學習活動在語言學習過程扮演重要的角色並協助老師達成教學的目標。過去研究亦指出，英語協同的教室內，教室活動的本質明顯呈現出口說教學導向，以促進學生達到溝通能力的培養。然而，在其時間和空間有限的研究條件下，加上研究者單一的觀點，其探討的範疇往往帶有侷限性，而容易忽略教學活動本身潛藏的複雜性和多樣性特色。
有鑑於此，由於協同教學是一實施多年的計畫，本研究採用質性研究方法，並透過文件分析(Document analysis)匯總，從外籍教師、中籍教師以及教學顧問的觀點出發，分析過去七年來，臺灣五個地區的協同教學記錄檔案，包含外籍英語教師的回饋報告、中籍英語教師的回饋報告、外籍英語教師雙周教學反思報告、協同教學教案設計、教學顧問的課堂觀察報告以及教學回饋報告，將所得的資料內容以三角驗證 (Triangulation)交叉進行分析，探究外籍英語教師課堂教學活動的特色以及其教學活動伴隨而來的益處。
研究結果發現，外籍教師的課堂教學活動呈顯出多元的特點。第一，外籍教師將學習活動情境化(Contextualized learning)，幫助學生將英語學習和日常生活做有意義的連結。第二，外籍教師藉由遊戲的成分融入活動進行教學，如此一來，增加了學生練習語言的機會、讓英語學習更有趣、同時減少學生心理上的學習壓力。第三，外籍教師將文化學習結合語言學習，建構學生對不同文化有基本的認識，同時培養學生以正確的態度來接觸不同文化。第四，外籍教師的教學活動能滿足不同學習風格學生的需求，包含視覺型、聽覺型、和動覺型的學生。第五，外籍教師的教學活動呈現出對正確發音的重視，因此外籍教師除了糾正學生的發音之外，也將發音教學融入課堂活動之中，使學生獲得更純正的發音。本研究期待能提供課程規劃以及課堂設計活動者更深入了解外籍教師課堂活動的特色及其課堂活動帶來的益處。

Many scholars have recognized the value of employing classroom activities in the language learning process because they help teachers fulfill the teaching objectives. Past research indicated that in ETA-led co-teaching classrooms, to cultivate the oral fluency of students, the employment of classroom activities also showed an obvious speaking-oriented tendency. However, the highly speaking-oriented nature of most NESTs’ classroom activities can risk yielding a partial and limited understanding of the sophisticated characteristics common to NESTs’ classroom activities if conclusions are drawn from a single perspective, within a fairly short timeframe, and in a single area.
To address this gap, as the ETA program is a multi-year co-teaching practice between NESTs and NNESTs, the present study set out to conduct a longitudinal analysis of various annual reports within the seven-year time frame across five regions throughout Taiwan. Annual reports such as ETA feedback reports, LET feedback reports, ETAs’ biweekly refection feedback reports, co-teaching lesson plans, teaching advisors’ lesson observation feedback reports, and their reflection on observation were qualitative data sources that facilitated the triangulation and identification of various stakeholders’ perspectives on the characteristics of classroom activities conducted by ETAs and the accompanying potential benefits these classroom activities might bring for elementary school students.
The results of this study showed that the classroom activities conducted by ETAs were multi-dimensionally oriented in nature. First, ETAs contextualized language learning materials to help students relate their learning to daily life experience. Therefore, English learning seemed to be more meaningful to students. Second, ETAs practiced game-based teaching to employ game-like activities to provide students with more language practice, make English learning more interesting, and reduce students’ psychological stress in learning. Third, cultural learning materials were incorporated into English learning by ETAs to enhance students’ understanding of foreign cultures and help students develop appropriate attitudes when exposed to cultures from different countries. Fourth, the classroom activities ETAs practiced carried the characteristic of acknowledging students with visual-oriented, auditory-oriented, and kinesthetic-oriented learning styles. As such, the needs of different types of students were satisfied. Finally, ETAs emphasized the importance of pronouncing English sounds and words accurately. In addition to correcting students’ mispronounced words, ETAs also incorporated pronunciation instruction into classroom activities to help students acquire more accurate pronunciation. The results may inform curriculum developers and in-class activity designers of the characteristics and the potential benefits of classroom activities employed by ETAs.

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