The attitudes of university students towards non-native speakers English teachers in Hong Kong (original) (raw)
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Positive Attitudes Towards Non-Native Speaker Teachers of English
2012
Introduction This article is a discussion of a study into attitudes towards NNS teachers of ESOL in a London College of Further Education. Attitudes towards ‘non-native’ speaker teachers of English matter because of the reality that, ‘on a global level the ELT profession is perhaps the world’s only profession in which the majority face discrimination’ (Ali, 2009: 37). It has been estimated that currently 80% of English teachers worldwide are non-native speakers of the language (Braine, 2010). It is not only the problem of discrimination which reflects poorly on the ELT profession but also the negative consequences of the strongly held ‘birthright mentality’ (Thomas, 1999: 6); the belief that being a native speaker is a qualification for language teaching in itself. As teacher educators we should actively resist what Adrian Holliday (2005) refers to as ‘native speakerism.’ The material consequences of excluding NNS teachers from employment are manifestly unjust. Furthermore, there is...
TAIWANESE UNIVERSITY STUDENTS' ATTITUDES TO NON-NATIVE SPEAKERS ENGLISH TEACHERS
Numerous studies have been conducted to explore issues surrounding non-native speakers (NNS) English teachers and native speaker (NS) teachers which concern, among others, the comparison between the two, the self-perceptions of NNS English teachers and the effectiveness of their teaching, and the students' opinions on and attitudes towards them. Most of these studies have been conducted in ESL contexts in which the teachers are NNS English teachers, while most NNS English teachers actually work in EFL contexts. It is important that we understand issues on NNS English teachers in EFL contexts. Hence, this article aims to investigate university students' attitudes towards their NNS English teachers in Taiwan. The data were collected through questionnaires and interviews. The findings indicated that Taiwanese students' attitudes towards their NNS English teachers are positive and favorable and NNS English teachers are generally perceived as capable of delivering efficient instruction though some shortcomings of NNS English teachers were pointed out by participants. Discussion on these shortcomings and implications on Taiwan educational system and the qualifications of NNS English teachers is provided.
Students' reflections on native and nonnative English speaking teachers
Students’ reflections on native and non-native English speaking teachers: By Dr. Ayman Sabry Daif-Allah, Suez Canal University, Egypt & Prof. Mohamed Ismail Abu-Rahmah, Suez Canal University, Egypt. Abstract: This paper investigates Saudi Preparatory Year Program (PYP) students' reflections on native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs). It is carried out with 169 Saudi PYP students at in Qassim University to obtain a deeper insight into their attitudes toward native and non-native teachers in the English language classroom. Quantitative and qualitative data were collected in two stages by means of students’ questionnaires and interviews. The results revealed marked a significant difference in the respondents' perceptions of their NESTs and NNESTs in favor of NESTs. The results also revealed that students' previous learning experience significantly influenced their general preference for NESTs since they were taught by both types of teachers. Subjects of the study also exhibited a high explicit preference for the teaching strategies adopted NESTs. However, the respondents show moderately favorable attitudes toward NNESTs who can respond to learners' needs. The researchers concluded that differences in students' attitudes toward their native and non-native teachers do not mean that one group of teachers is superior or inferior to the other. Therefore, the study suggests that NNESTs might turn out their non-nativeness to be a self-righteous merit rather than an embarrassing limitation through collaboration with qualified native English-speaking teachers because teaming up and sharing strengths, insights from various linguistic, cultural, and educational backgrounds would provide proper support for each other and benefit both groups of teachers to grow professionally. The study recommends a further research to examine students' implicit attitudes towards their EFL teachers. Also, the effect of gender on influencing students' explicit and implicit attitudes towards their NESTs and NNESTs need to be investigated on larger sample sizes in different geographical regions. e-mails: sabryayman@hotmail.com mabu_rahmah@hotmail.com
STUDENTS' PERCEPTION OF NATIVE SPEAKER ( NESTS) AND NON-NATIVE SPEAKER (NNESTS) ENGLISH TEACHER || Proceeding text by Yuni Maulidia
This paper aims to determine students' perspectives on Native (NESTs) and non-native (NNESTs) teachers. This research is qualitative research. the process of collecting data through the distribution of questionnaires filled out via Google Forms. From the results of this study, it can be concluded that students prefer native teachers rather than non-native speakers because native teachers are more pronounced than non-native teachers. However, in terms of teaching students understand better when taught by non-native teachers because teachers can mix two languages. English education students in North Sumatra State University have positive perceptions of Native teachers and non-native speaker teachers.
Chapter 2 A HISTORY OF RESEARCH ON NON-NATIVE SPEAKER ENGLISH TEACHERS
Research on the self-perceptions of non-native speaker (NNS) English teachers, or the way they are perceived by their students is a fairly recent phenomenon. This may be due to the sensitive nature of these issues because NNS teachers were generally regarded as unequal in knowledge and performance to NS teachers of English, and issues relating to NNS teachers may have also been politically incorrect to be studied and discussed openly.
Frontiers in Psychology
Due to globalization, English has gradually become a lingua franca, leading to a rising demand for proficient English teachers all over the globe. In China, more EFL teachers are being recruited, particularly at the tertiary level, with a greater preference for so-called “native English speaking teachers (NESTs)” over “non-native English-speaking teachers (NNESTs)” due to the impacts of native-speakerism. Research has shown NESTs, NNESTs, and students are often misaligned in terms of beliefs about language learning and teaching which affect teaching effectiveness as well as student achievement. Recognizing this issue, this study investigated NESTs’, NNESTs’, and Chinese English-major students’ perceptions of characteristics of effective EFL teachers at four mid-tier universities across China. Findings from semi-structured interviews with 16 students suggest that NNESTs and Chinese English-major students had similar views on language learning and teaching. Both groups valued prerequi...
Proceedings the 5th International Seminar: Teacher Education in the Era of World Englishes, 2011
This paper is based on the result of a small-scale research conducted in the early 2011, which aimed to investigate the students" perceptions of native speaker teachers (NST) and non-native speaker teachers (NNST). The participants of the research were students of English Department Tarbiyah Faculty, State Institute for Islamic Studies (IAIN) Antasari Banjarmasin. To collect the data, the researcher developed a set of questionnaire, which was generated and modified from earlier research conducted by and . The findings revealed that the students had positive attitude toward both native speaker and non-native speaker teachers. However, the students also encountered some problems during the learning process with both native and non-native teachers. Thereby, the writer attempts to put forward several ideas related to teacher education and professional development, expecting that non-native teachers would be able to make the most of their potentials.