A Gender-Based Analyses of Saudi Freshmen Perceptions Regarding English Language Teaching Effectiveness of Native and Non-Native English Language Teachers (original) (raw)
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2012
The present paper addresses the debate comparing the traits of native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs). It reports on the design and outcomes of a study carried out in Qassim University with 169 Saudi Preparatory Year Program (PYP) students to obtain a deeper insight into their perceptions of the influence of native and nonnative teachers on the English language classroom. A triangulation technique was used to collect the quantitative and qualitative data in two stages by means of students' questionnaires and interviews in addition to classroom visits to both groups of teachers. The results indicated strong significant differences between native and nonnative teachers in teaching specific skill areas, with a significant increasing preference for NESTs over NNESTs as Saudi students move from pre-university to university level. The study concluded that the debate can be discussed only in terms of professionalism rather than nativene...
Journal of Applied Linguistics, 2015
The role of teachers in affecting students’ attitudes and motivations to language learning and teaching cannot be denied. To improve the field of foreign language teaching and learning we need to improve the qualities of EFL teachers. To achieve this goal, recognizing and identifying the qualities of effective EFL teachers is essential. So this study attempted to investigate the view points of male and female English language students about the characteristics of effective English language teachers based on four categories: English proficiency, pedagogical knowledge, organization and communication skills, and socio-affective skills. For this purpose the researchers administered a questionnaire adapted from Park and Lee (2006) to 60 (28 female and 32 male) foreign language learners at Tabriz Islamic Azad University. The results of the U-Mann-Whitney test indicated that there was not a significant difference between the perceptions of the male and female students regarding the charact...
Journal of Language Teaching and Resewarch, 2022
This study tries to investigate the perception of Saudi students at Jazan University about native English-speaking teachers (NEST) and non-native English-speaking teachers based on their teaching the language skills and grammar. The perception of 50 native English-speaking teachers and 50 non-native English teachers was collected from the students taught by these teachers. The findings show that native English-speaking teachers are outstanding at teaching reading, listening and speaking. In contrast, non-native English-speaking teachers are very good at teaching grammar, reading and writing skills. This study will help the Saudi government employ and hire teachers from other countries where the native language is English and countries where English is the second language. This study will also support the university authorities, educationists, and syllabus designers assigning teachers to teach different language skills based on native and non-native English-speaking teachers.
Journal of Education and Practice, 2018
English is taught as a foreign language at school and university level in Saudi Arabia. The issue of teachers, who are better performer according to their effectiveness in a classroom, still remains unresolved. The present paper focuses on this issue of native and non-native speaker English teachers about their effectiveness. It reports the outcome of a study carried out in Jazan University, Saudi Arabia. The study was conducted with 120 Saudi male students. The object was to get a deeper insight into the students' perceptions about the Effectiveness of Native English speaker teachers and Non-Native English speaker teachers in English Language Teaching classroom. The effectiveness of the model study was based on enhancing the language proficiency level of the learners in the context of pedagogical behavior of teachers. Qualitative and quantitative data were collected through the questionnaire surveys, interviews and end semester results of the participants. The learners involved...
2015
This study aims at investigating the perception and preferences of EFL university students in Saudi Arabia towards NTs and NNTs and to identify whom they prefer in teaching them each language skill. A modified copy of Baniabdelrahman's (2012) translated copy of a questionnaire which was built by Lasagabaster & Sierra (2005) was used to collect the needed data. The participants in the study consisted of Saudi first year university students (the preparatory year students at King Saud University, Kind Fahid University, and King Khalid University) in the first semester of the academic year 2013/2014. The cluster sampling method was used in choosing the students. The class was the unit of choice. The results of the study showed that there were significant interaction between the students' gender and their language level of proficiency. They also showed that there were no significant interaction between the students gender and the location of their university; there were no signif...
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.
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.
Edulingua - Journal of Applied Linguistics, 2019
Inspiration dynamics between students and teachers have great impact on learners' perceptions, attitudes and psychological well-being in the ESL classroom. Gender-based differences in opinions about foreign-language acquisition often shape students' approaches and learning structures. Nowadays, great emphasis is placed on the presence of native English-speaker teachers in English language teaching institutions. However, such teachers may struggle to understand local students' attitudes. Seventy-four university students were asked about their perceptions and preferences on English teachers' nationality and teaching-style in Blagoevgrad, Bulgaria. The data were analysed according to gender-based differences in opinions. The findings reveal that, in general, students have no preference for native or non-native teachers, yet prefer educators who teach exclusively through the medium of English. Female students expressed less self-confidence, more need for continuous reinforcement and social interaction in the classroom, while male students displayed more self-confidence, more autonomy and the need for practical knowledge-focused learning content and strategies.
Jordanian EFL Students’ Attitudes and Perspectives towards the Gender of their English Teacher
Abstract The present study tried to shed some light on the importance of students’ attitudes and perspectives towards their English teacher, and the gender of their English teacher in particular since it isvery important to provide a relaxed atmosphere for the students to get better learning outcomes. The sample of this study consisted of (183) EFL university students who were asked to give their responses toward their English teachers by using a questionnaire that consisted of (10) statements which inquired about their perspectives towards their English teacher. Furthermore, there were two open- ended questions in which the students were asked to write frankly about the positive characteristics which they prefer to have in their English teacher, and the negative characteristics which they don’t like to have, so that the teachers can benefit from this feedback when possible in adjusting their methods of teaching. Findings of the study proved that the gender of the students doesn’t have a significant role in determining their attitudes towards their English teacher. However, the gender of the English language teacher has a significant effect on students since male students prefer to be taught by female teachers while female students prefer to be taught by male ones.
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.