SELF-PERCEPTIONS OF NON-ARAB NON-NATIVE ENGLISH-SPEAKING TEACHERS (original) (raw)
Related papers
2018
The main aims of this study are to investigate the attitudes of Libyan students towards Native and Non-native English language teachers in an EFL context, teachers' self-perceptions in relation to their teaching abilities, and institutional regulations related to hiring both teachers. In order to achieve the aims of this study adequately and precisely, a mixed methods research was implemented where qualitative and quantitative research instruments were used. Data was gathered from two language training centres at two different oil companies in Tripoli the capital of Libya in a period of five months through the distribution of questionnaires and conducting interviews. The results of this research showed that both teachers have their own advantages and disadvantages particularly when teaching in an EFL context. Most of the participants agreed that qualifications and experience are the key factors to judge teachers. However, there were other points to consider as the study showed on one hand that NESTs are better language speakers as they are fluent and accurate. They also have an original pronunciation. On the other hand, NNESTs are good grammar teachers as they went through the educational process. They are more sympathetic than NESTs and also they speak their students L1. Although everyone in the literature and in the study explicitly says that NESTs and NNESTs are equal but different, still there seems to be an implicit preference for NESTs in the comments and responses. For example, the valuing of fluency and proficiency and the focus on pronunciation are indirect ways of preferring NESTs over NNESTs. So, in a world where the concept of the native speaker has been challenged and where it may be unacceptable to express a blanket preference for native speaker teachers, certain attributes (e.g. pronunciation, fluency) become indirect ways of perpetuating the idea that the NEST is inherently better and for maintaining their advantage in the job market.
Self-perception of Non-native Speaker Teacher of English in the Expanding Circle
In norm-dependent countries, where English is being taught as a foreign language, the main attention is mostly being paid to the native speaker teacher of English language as the ultimate teaching resource. In such countries, native speaker's norm is being considered as the standard by which the language should be taught to non-native speakers. However, in recent years, more emphasis has been given to the significance of non native teachers of English and to the advantages such teachers could have in the process of language teaching (e.g. Ellis, 2005; Llurda; 2005;. In this study, attitudes of the non native teachers of English toward their own status were explored, drawing on an empirical study of the self-perception of Iranian teachers. At the same time, advantages of nonnative speaker teachers as significant resources in the expanding circle are discussed.
English Language Learners' Opinions of EFL Native and Nonnative Teachers
Academic Journal of Nawroz University
This paper aims at finding out the opinions of Kurdish English language learners of their native-nonnative teachers of English as a foreign language; identifying which group of teachers is more useful to them ; native or non-native English language teachers and in which language skills. The study has hypothesized that Kurdish university students show positive beliefs of native English language over nonnative English language teachers.In order to validate the objectives and hypotheses of the study, a questionnaire consisting of (14) items that included (9) general items and (5) items on the teaching of each of the following language skills grammar; vocabulary; pronunciation; listening ; reading and speaking was given to one hundred students studying English at four private universities in Kurdistan of Iraq. SPSS V.22 (Statistical Packages for Social Science) was used to determine the significant differences between native English language teachers and nonnative English language teachers of English as a foreign language as perceived by students at all levels of language learning skills item by item for all the (14)items used. The ANOVA 1 test was used to determine the difference and significance of the dimensions of the study. The study has revealed that, in general, students significantly preferred to have native English language teachers more than nonnative English language teachers. However, students significantly preferred nonnative English language teachers to native English language teachers in teaching them grammar. On the other hand, students thought that native English language teachers were better than nonnative English language teachers in teaching them speaking, pronunciation, vocabulary and listening.
2017
Since non-native English speaking teachers (NNESTs) are always compared with native English speaking teachers (NESTs) on linguistic grounds, their similarities and differences are worthy of investigation. This paper reports on a mixed method study which examines the potential similarities and differences of NNESTs and NESTs’ teaching performance through the perceptions of students and teachers at the American Language Center (ALC) in Fez. For the purpose of data triangulation, data were collected through the use of a questionnaire completed by 40 students studying at the ALC in Fez. Semi-structured Interviews were conducted with NESTs and NNESTs teaching at the ALC. Findings show that NNESTs and NESTs are perceived to have distinctive linguistic, socio-cultural and pedagogical similarities and differences. An interesting finding is that some of the perceived similarities and differences are complementary. This paper has theoretical implications for conducting more research on this issue within the Moroccan context, and some pedagogical implications for NESTs and NNESTs’ collaboration.
Arab World English Journal
The issue of native English-speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) has been controversial in debates by all the stakeholders. There is a variation in the imparting of knowledge and working style by these two different groups of teachers due to their educational and cultural backgrounds. The main aim of the study is to investigate the students' positive or negative perceptions related to the learning of English by their NESTs & NNESTs at King Khalid University. Also, it does stand to answer the main question of this study that to whom do the learners in Saudi Arabia perceive as their ideal group of English language teachers among their NESTs & NNESTS at various levels? The study is significant specifically to investigate the Saudi EFL learners' preferences about the teaching performance of their teachers regarding content knowledge, teaching methodology, interaction with learners as well as personal characteristics of native English speaking, non-native Arabic speaking English teachers and nonnative Asian English teachers. The research method included the quantitative approach. The data was collected through a questionnaire from a sample of 136 participants at the department of English, KKU. The findings indicated that NESTs & NNESTs have a number of strengths and weaknesses. However, the findings recommended that the collaborative model of NESTs & NNESTs can be more successful for teaching of English as a foreign language in Saudi context.
A Study of EFL Preservice Teachers’ Perceptions of Non-native English Teachers
2012
The study aimed to investigate the preservice teachers’ perceptions of non-native English teachers and being a non-native English teacher. One-hundred and five college students participated in this study. Findings from the descriptive statistics, the One-Way ANOVA, correlations and content analysis were analyzed based on the classroom observation, questionnaire, and semi-structured interview. The findings show that non-native English teachers have knowledge among the nine major domains for being professional foreign language teachers.The domain of Language and Learning and Classroom Management was very strongly correlated. The preservice teachers also perceived in themselves to acquire higher knowledge on the domain of Technology, Teachership and Psychology for Teachers than other domains. There was a statistically significantly different among the nine domains of knowledge. Knowledge of educational research need to be improved as it showed the lowest mean score. In addition, the do...
Arab World English Journal
This study investigates the Iraqi learners’ perceptions of non-native English-speaking teachers (NNESTs) at Komar University, Iraq and explores the extent to which NNESTs can be differentiated in terms of teaching different skills and their English language knowledge. A quantitative questionnaire focusing on NNESTs effectiveness in teaching the target culture, easing the learning process, their own proficiency, and effectiveness of their techniques to teaching different language skills was adopted from Ürkmez (2015) to collect the data of the study. A total of 37 responses were collected among students at Komar University through Google Forms software. The data were subsequently analyzed using tables to understand the data in a better way. The findings of this study reveal that Iraqi students studying at Komar University have a positive attitude toward non-native teachers at Komar University. Indeed, students even show a preference for non-native teachers for learning particular lan...
2018
This paper attempts to investigate the issue of native and non-native English-speaking teachers (NESTs/NNESTs within the Sudanese university context). Employing two research tools (pulling together quantitative and qualitative methods), the study examined a group of participants-(347) University English Language EFL students from seven sound Sudanese universities. The key data was collected from two resources; a questionnaire and a series of interviews. Afterwards, the data collected was, further, subjected to a statistical analysis. Having done so, a concise literature review of the study which presents the differences between native and non-native English-speaking teachers and to gain-in-depththe Sudanese university EFL students' perceptions of the role of native and non-native English-speaking teachers inside the English language classrooms. The results are enlightening, as Sudanese university EFL students comprised in the sample find an overall positive satisfaction of both groups with relevant differences between the pedagogical behaviour of (NESTs/NNESTs), with the students' beliefs that NESTs/NNESTs can be equally qualified teachers with strengths and weaknesses for each.
SSRN Electronic Journal, 2017
This study aims to investigate the factors that develop the professional identity of Pakistani English as a foreign language (EFL) teachers in Saudi Arabia. This study is unique in the sense that there has been hardly any systematic investigation that has considered the professional identity of Pakistani EFL teachers in Saudi Arabia. This study has two considerations: the way EFL teachers' selves evolve and the personal, professional, social and pedagogical factors constructing a teacher's professional identity. This study was conducted at the English Language Institute of Saudi Arabian University and the study employed a quantitative survey method. The quantitative data was collected from 41 Pakistani EFL teachers by using an online questionnaire. The findings from the research revealed that a number of intrinsic and extrinsic factors develop the professional identity of Pakistani EFL teachers. Among these factors are the participants' pre-Saudi Arabia lives and the decision to become EFL teachers, the decision to come to Saudi Arabia, the impact of their overseas EFL experience, and the social influence on their own professional identity. Moreover, other factors that develop these teachers' professional identities are: being non-native, their views on continuing professional development (CPD), interaction with other EFL teachers, and their professional futures.