本研究旨在探討外籍英語助教(NEST)在協同教學的模式中，對台灣學生於溝通式取向之英文聽力能力之影響。參與本研究的受試者來自台灣五個地區：北部、中部、南部、東部、離島，此研究的受試者包含584位學生，年齡分布為12至14歲，受試者分為兩組：一組為具有一年以下外籍英語助教的協助，另一組則有三年以上外籍英語助教協助。透過比較兩組受試者的英語聽力測驗分數以及在各大題的作答情形，以及課室觀察報告的分析，探討學生於溝通式取向之英文聽力能力的表現，以及外籍英語助教對其表現結果的影響為何。
研究結果顯示如下：第一，有三年以上外籍英語助教的學習環境之學生的英語聽力測驗結果分數高於有一年以下外籍英語助教的學習環境之學生。第二，在各大題的表現上，有三年以上外籍英語助教的學習環境之學生的英語聽力測驗結果顯著高於有一年以下外籍英語助教的學習環境之學生，這個研究結果顯示因為三年以上外籍英語助教的學習環境讓學生有更多接觸道地英文的機會，例如在日常生活中聽從英文的指示，或是較長的英文口說內容，因此學生對於未知的訊息有更好的包容力與耐心，也就是與本研究聽力測驗相類似的對話。
最後，根據本研究結果，對未來研究提出建議，期許未來研究者以此為基礎，更進一步深入探討學生在溝通導向方面之英語能力在外籍英語助教的協助之具體變化。

The present study aimed to investigate younger learners’ listening proficiency with the authentic input of NESTs in a co-teaching model in a listening test developed based on the communicative testing approach. The participants included 584 students from different parts of Taiwan including the North, the East, the Middle, the South, and the offshore islands, aging from 12 to 14. They were put into two groups: less-than-a-year NESTs assistance group and more-than-three-year NESTs assistance group. The result of the communicative listening test and the annual reports were analyzed to provide both quantitative and qualitative analysis.
Base on the analysis, two major findings were identified. First, participants who received NESTs’ assistance for a longer period of time performed better than those who received shorter ETA instruction throughout the six areas. Second, participants with more than three years of NESTs’ assistance perform better throughout the entire test, which might suggest that NESTs might have helped training students’ ability to concentrate and tolerate unfamiliar words and long unknown information in English learning especially listening comprehension.
In the end, recommendations and suggestion were proposed based on the findings of the present study in the hope of providing a basis for future directions on more in-depth investigation of younger learners’ listening proficiency with the assistance of NESTs.

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