這篇報告旨在從學生認知來探索英語教師運用電腦科技輔助教學中角色意涵之研究。本研究有396 位德明技術學院的新生參與，依據他們的英文能力，參與者被分為實驗組（e-learning 學習者）和對照組（傳統方式學習者）。實驗組的學生接受e-learning 教學，即老師運用數位教材和資訊傳播科技（Information & Communication Technology）之支援，來培養學生自主學習外語。對照組的學生則只接受傳統的書面教材，而未有ICT 支援。 E 化教學研究結果顯示：學生對於老師在e 化教學和傳統教學角色的認知是不變的。這項研究發現：外語老師在e 化教學的角色和早期傳統互動式教學的角色是頗為類似的，是一種多元化的層面，涵蓋老師（FACES）所應運用的各種角色，促進（Facilitation）、指導（Advising）、實驗（Conducting experiments）、設計活動（Engineering Activities）與支援不同學習之型態與完成創作作品之過程（Supporting divergent learning styles, pathways and creative productions）。此五項相輔相成，彈性運用，才能培養學生自主學習並達成外語教學目標；非單一角色可以達成之。

This paper reports the result of a study aimed to empirically determine the effects of technology, specifically the integration of e-learning within English language teaching, on students’ perception of teacher’s role. In this study administered during the school year 2002-2003, there were 396 participants enrolled as freshman students at Takming College. Participants were divided into experimental (e-learning) E-group and controlled (traditional) T-group. The former received e-learning training, an integral component of English teaching that employs digitalized materials and Information & Communication Technology (ICT)-based support oriented towards fostering autonomy and self-regulated foreign language learning; while the latter, the traditional paper-based materials without ICT-based support. The results of the study show that the students’ perception of the teacher’s role remains unchanged. Such findings reveal that the role of ELT teacher within e-elearning is, analogous to an interactive teacher of the earlier conventions, a multifaceted one with strategy-oriented tasks ranging from Facilitation, Advising, Conducting experiments, Engineering activities, and Supporting divergent learning styles, pathways and creative productions (FACES). As tasks complementing each other to effectively achieve autonomy as an education goal within foreign language education, they are completed flexibly and accordingly, certainly not singly nor independently of each other.