本研究為個案研究，自研究者加入「107年度偏遠學校國中小英語教師海外進修計畫」後的一次中外師視訊協同教學現場看到偏鄉小孩極度害怕螢幕中的外師後，便決意探究「學生教外師中文」教學技巧是否能改善偏鄉學生學習英語的焦慮。主要透過陸續投入三個不同協同教學場域（視訊、實體、團康活動）產生的師生回饋單、訪談與課室觀察日誌等資料蒐集後，分析學生學習焦慮及外師教學信念改變情形。本研究結果如下：一、「學生教外師中文」技巧導入偏鄉國小英語教學改變學生學習焦慮情緒師生角色互換，讓學生從學習焦慮變得有自信、並且主動學習。加上，母語融入帶給學生安全感。且在遊戲合作競爭舞台上，外師放下身段共學共玩，降低學生對外師的陌生恐懼。最後提出，中外師協同營造讓人放心的環境的重要性。二、「學生教外師中文」技巧導入亦改變了教師信念外師反思自己原本在教學現場的師生角色定位、教學方法等班級經營方式的僵化及願意進行各種嚐試的可能性。同時意識到學習雙方文化的重要性，提升了學習中文的意願，並且被啟發成為一位能走入學生世界的老師。

This study demonstrates how using new teaching techniques in the classroom can reduce anxiety in language learning. The case study involved an experimental class for my Taiwanese student to directly interact with teachers from the United States via video call. (As background knowledge, this was issued from the 2018 Cloud Project which was an exchange program for English teachers in elementary schools situated in remote areas in Taiwan.) Students were allowed to teach their foreign teachers Mandarin Chinese and play game-like environments. I collected and analyzed the interview data, classroom observation and feedback from all the participants about how they feel about the exchange role in the following three different teaching stages (team-teaching online, face-to-face, group activity). The results show that role-reversal technique, mother tongue integration, game-like environments, and a friendly learning environment can increase students’ engagement and motivation. For example, I observed students were more confident and active in learning and less fearful of the foreign teachers when using the role-reversal technique. Besides,the foreign teachers also change the belief throug the teaching skill. They would like to learn Chinese and know the Taiwanese culture more and become a teacher in the future.Therefore, these new teaching strategies are highly effective and should be used for a more engaged classroom.