本研究主要目的是針對科技大學主修英語的學生對於英語口語課程之英語為母語的老師及英語為非母語的老師的看法。336位英語主修學生參與此項研究。研究工具為一個英文能力測驗和由作者設計的一份問卷。學生回答的問卷是依李克特五等量表回覆他們的想法。描述性統計分析是本研究主要使用的分析工具。收集來的學生回應的問卷是以描述性統計方法來分析。研究結果顯示，以英語口語課程而言，相較於英語為母語的老師，學生對於英語為非母語的老師接受度較高。在英語為母語老師的課堂上，學生表現出較高的焦慮，及較低自信；他們認為無論是英語為母語老師或是英語為非母語老師，皆提供了他們充足的文化知識。但是，無論是在英語為母語老師的授課之下或是英語為非母語老師的授課之下，他們都認為自己英文能力沒有進步。進一步分析大一、大二、大三、大四學生，面對英語為母語老師，大四學生的焦慮感低於大一學生；同時，在英語為母語老師的課堂上及英語為非母語的老師的課堂上，大四學生在口說方面的自信心都比大一學生高。再者，由於學生英文平均分數為58.44(以100分為滿分的情況下)，學生英文程度屬於中下程度，亦可解釋為什麼本研究結果顯現學生對英語為非母語的老師的態度較勝於英語為母語的老師因為英語為母語的老師對他們而言更令他們緊張些。

The purpose of this study is to explore technological English-major students’ perception toward native and non-native teachers in an oral English classroom. Three hundred and thirty-six English majors participate in this study. The instruments for this study are an English language proficiency test and a questionnaire designed by the author. Students’ responses to the questionnaire are based on a 5-point Likert Scale. Descriptive Statistics is applied as the major analysis tool in this study. The collected data is analyzed by Descriptive Statistics. The results demonstrate that students show more favorable attitude toward non-native teachers than that of native teachers when they are in an oral English classroom. While students are more anxious and less confident when they are with native teachers than with non-native teachers, they consider both native and non-native teachers are proficient at providing them with sufficient amount of culture knowledge. However, students do not think their English language speaking skill has improved, neither with native English teachers nor with non-native English teachers. In the subgroup analysis, it is interesting to find that the anxiety of senior students is lower than that of freshmen when they are with native teachers. Senior students gain more confidence in speaking than freshmen students both when they are with native teachers and when they are with non-native teachers. Besides, due to students’ average score of 58.44 out of 100, which indicates that the participants are low-intermediate students, students’ attitude to non-native English teachers are distinctively more favorable to native English teachers. This is because native English teachers are more intimidating to the students.