English Language Learners' Opinions of EFL Native and Nonnative Teachers (original) (raw)
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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...
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.
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.
2016
The question of what makes a good teacher of English has aroused researchers’ interest for many years, and the existing studies comparing NESTs (native English-speaking teachers) and NNESTs (non-native English-speaking teachers) have focused mostly on students’ perceptions of these teachers without considering whether students have had any experiences with NESTs. Therefore, earlier research has backed the assumption that a NEST is by nature the ideal person to teach English. With a purpose to challenge this assumption, the current study, consisting of two phases, aims to explore in the first phase if there is a meaningful difference between Turkish EFL learners’ perceptions of NESTs and NNESTs on their first encounter with them. The second phase explores whether any changes have occurred in students’ preconceptions regarding NESTs within the course of time. The participants are 120 Turkish monolinguals from a private university. Quantitative data was collected through questionnaires consisting of Likert-scale items in both phases. An interview session was added to the second phase to obtain more in-depth insights into students’ perceptions. The findings of the first phase showed that overall, students had neutral perceptions of NESTs and NNESTs. However, in the second phase, the data analysed via qualitative content analysis demonstrated that students’ perceptions were found to have positively changed for NESTs, particularly in terms of personality dimension. In both phases, students perceived NESTs in linguistic and professional dimensions, and NNESTs in pedagogical dimension rather positively. Some implications and directions for further research are briefly discussed.
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.
In several educational settings aiming to teach English as a foreign language, the myth of the superiority of native English speaking teachers (NESTs) over non-native English speaking teachers (NNESTs) seems to hold strong especially among students. Contrary to this, the present study, which investigated the perceptions of university students studying intensive English at an English-medium university in Turkey about NESTs and NNESTs, is a promising verification of the equality between two teacher groups in several pedagogical aspects. The data were collected by means of a 30-item questionnaire and focus group interviews. Both teacher groups were assessed with respect to four aspects: (1) in-class teaching roles, (2) in-class management roles, (3) in-class communication skills and (4) individual qualities. According to the findings, there is no significant difference between NESTs and NNESTs in terms of in-class teaching roles as well as in-class management roles. On the other hand, NESTs are perceived to be significantly better in in-class communication skills, show more favorable qualities and have more enjoyable lessons. In this context marked with the joint collaboration of NESTs and NNESTs, both groups are reported to display a sound partnership and high levels of professionalism. Keywords: Native English speaking teachers, Non-native English speaking teachers, NEST, NNEST
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.
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.
Native Versus Non-Native English Speaking Teachers: An Insight Into Indonesian Students’ Voices
Jurnal Pendidikan Bahasa dan Sastra
Several issues exist in determining the best English teacher for EFL students. Both native and non-native speaker teachers can succeed as English teachers. But there are always some pros and cons for both sides. This present paper intends to investigate the perspective or perception of college students towards their native English speaking teachers (NESTs) and non-native English speaking teachers (Non-NESTs) in teaching EFL. This research is a quantitative study with survey design. In gaining the data, twenty-five respondents of the 4th grade undergraduate students of the English Department in Cimahi were asked to respond the itemized statements on the questionnaire which used Likert-scales. The questionnaire itself was adopted and developed from the previous researcher with the similar problem background which was conducted in 2011. This study revealed that students have positive perceptions toward NEST and Non-NEST, although, in some circumstances, the students face several proble...