| Summary: | 碩士 === 中華大學 === 行政管理學系碩士班 === 101 === This research aimed to understand parental satisfaction with Hsinchu City Primary Schools' implementation of educational policy on foreign teacher English teaching, and also to examine the effectiveness of such policy.
Using questionnaire survey and experimental research method, the Hsinchu City Foreign English Teacher English Teaching Efficacy Assessment Questionnaire was used as the research tool. The survey population comprised parents of 6th grade students in Hsinchu City Primary Schools, and the sample comprised 848 individuals, out of which 626 questionnaires were valid. Percentage and frequency distribution, mean, standard deviation, independent samples t-test, one-way ANOVA and Scheffé's method were applied to answer the question at hand. In the experimental method, three dimensions were chosen for factors that affect English learning achievement, namely family socioeconomic status, urban and rural gap, and student self-efficacy. Two closely similar county and city, namely Hsinchu City and Zhubei City, and four 6th grade classes where both parents have similar educational background and English learning background were selected as research objects for comparing student performance. Results indicated that (1) different age, number of children and profession showed significant difference in satisfaction level toward the English education policy; (2) gender of parents showed significant difference in satisfaction level toward course content, with females showing greater satisfaction than males; (3) different parental educational level showed significant difference in satisfaction level toward English education policy, with higher parental educational level showing greater satisfaction; (4) different monthly family income level showed significant difference in satisfaction level toward English education policy, with higher monthly family income showing greater satisfaction; (5) student English scores and amount of outside English tutoring showed significant difference in satisfaction level toward English education policy. Specifically, parents of students with higher test scores and parents of students with more hours of outside English tutoring were significantly more satisfied than parents of students with lower test scores and parents of students with less hours of tutoring; and (6) Hsinchu City and Zhubei City students showed no significant difference in their listening achievement test and comprehension in sentence pattern and vocabulary recognition achievement test. Evidently, foreign English teachers did not significantly enhance learning efficacy in English listening in Hsinchu Primary Schools. Lastly, this research offered several recommendations as reference for other counties and cities when introducing foreign teachers, as well as for future studies.
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