NNEST Research Papers - Academia.edu (original) (raw)

The purpose of this study was to investigate Taiwanese English as a foreign language (EFL) students' perceptions and preferences toward Native English-Speaking Teachers(NESTs) and Non-Native English-Speaking Teachers (NNESTs) who hold a degree from a country where English is the dominant language through addressing the differences of their English instruction. This quantitative research was consisted of 184 participants who answered the questionnaire that involved of 28 Likert scale type statements. The results showed the teachers' qualifications and experiences were seen as an important feature of excellent English teachers, regardless of his or her mother tongue language. More precisely, NESTs were perceived to be superior in their good English proficiency and ability to facilitate students' English learning. In terms of NNESTs, they were perceived to be superior in their proficiency in students' first language, their knowledge of students' learning difficulties, and at communicating in general. Finally, the findings indicated that EFL programs where both NESTs and NNESTs worked cooperatively were considered an effective English learning environment for language learners.

- by
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- Education, English as a Foreign Language (EFL), NNEST, Nest

Both native and nonnative language teachers often find pronunciation a difficult skill to teach because of inadequate training or uncertainty about the effectiveness of instruction. But nonnative language teachers may also see themselves as inadequate models for pronunciation, leading to increased uncertainty about whether they should teach pronunciation (Golombek & Jordan, 2005). Although studies have regularly shown that instruction is effective in promoting pronunciation improvement (Saito, 2012), it is not known if improvement depends on the native language of the instructor, nor if learners improve differently depending on whether their teacher is native or nonnative. This study investigated the effect of teachers' first language on ratings of change in accentedness and comprehensibility. Learners in intact English classes were taught one class by a nonnative- and one by a native-English-speaking teacher. Each teacher taught the same pronunciation lessons over the course of 7 weeks. Results show that native listeners' ratings of the students' comprehensibility were similar for both teachers, despite many learners' stated preference for native teachers. The results offer encouragement to nonnative teachers in teaching pronunciation, suggesting that, like other language skills, instruction on pronunciation skills is more dependent on knowledgeable teaching practices than on native pronunciation of the teacher.

Both Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) may have advantages as writing instructors, yet little is known about how they actually influence writing in EFL contexts like South Korea. To address this issue, 76 high proficiency Korean EFL university students from the International Corpus Network of Asian Learners of English (ICNALE) were separated into a group that received extensive native English speaker instruction (n = 57) and a group that did not (n = 19) using a self-survey. Analysis of essay content revealed that words used by Korean EFL writers with more NEST instruction are similar in difficulty and variety to native English writers. Concerning style, Korean EFL learners with more NEST instruction used stances to evaluate, validate, and state personal opinions, while learners with less NEST instruction used speech formulas and more unbiased logical arguments. Regarding grammar, Korean EFL learners with extensive NEST instruction used more sophisticated vocabulary, word forms, and verb tenses to create a novel argument using personal experience, whereas Korean EFL learners with low NEST instruction tended to use formulaic and logical arguments with more accuracy. Overall, results suggest that NEST instruction in Korea promotes more creativity and sophistication in composition, while NNEST instruction encourages more accurate use of language. In accordance with the findings, curricula or teacher training may be developed to ensure that each type of instruction shares the strengths of its counterpart.

- by Ahmar Mahboob
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- Teaching English as a Second Language, Teacher Education, Sociolinguistics, TESOL

This study addresses two topics that are relevant to me as a non-native English speaker teacher (NNEST) who was most recently teaching English for Academic Purposes (EAP). I set out to investigate the dichotomy present between native... more

This paper investigates if and how job advertisements for English language teachers discriminate against candidates with particular backgrounds. Based on an analysis of 77 advertisements (42 from East Asia and 35 from the Middle East), the paper identifies seven factors that are included as key requirements in these advertisements. A number of these factors, such as age, gender, nationality, nativeness and race, are ―biographical‖ in nature and may be used to discriminate against particular populations of candidates. While discriminatory issues were observed in advertisements from both East Asia and from the Middle East, there were some differences between the two regions. The findings of this study suggest that the discriminatory practices that the field has been trying to eliminate are still visible and that more work needs to be carried out to make TESOL an equitable profession.

Currently, a growing number of teaching approaches focus on aspects of variation in language (e.g. ELF, World Englishes, ESP, genre theories, etc.); however, each of these approaches tends to focus on particular (specific) aspects of language variation and do not fully account for the range or dynamicity of linguistic variations. This paper, based on a discussion of language variation, proposes a model of language proficiency that considers the dynamic nature of language variation and is not dependent on static (native-speaker defined) norms of language. Using the Dynamic Approach to Language Proficiency as a model of language proficiency and grounded in understandings of language variation, this paper introduces the concept of Teaching English as a Dynamic Language (TEDL). The paper includes evidence for the need to develop such a model and also points out ways in which current and future work can contribute to further development of this approach. Finally, the paper also identifies some socioeconomic implications of this work and explicitly supports the need to recognise and empower local (including endangered) languages through TEDL.

The use of the English language varies considerably all over the world:
as a foreign language in some places, but as a nativized and a primary
second language in others. This global variation in the use and standing
of English in communities and regions can impact the linguistic identity
of English speakers in those places. The present study investigated the
intricate role of a nativized variety of English in the linguistic identity
construction of multilingual and multiliterate persons. The study, a dual
case study per se, aimed at the comprehensibility of South Asian
nativized varieties of English in general, and the role of English in
ethnically and linguistically diverse Indian society in particular. The two
participants were speakers of Indian English. The results substantiated
the fact that language and identity are two closely related social factors. The English language was an integral part of the participants’ linguistic identities and manifested itself in a number of ways with regard to their social identity and patterns of socialization. Thus, identities are multiple and people are capable of constructing as well as reconstructing multiple identities within and across Discourses.

In English language teaching, the qualities of native English-speaking teachers (NEST) versus nonnative English-speaking teachers (NNEST) have long been discussed (e.g., Braine, 1999, 2010; Canagarajah, 1999; Cook, 1999, 2005). A common assumption is that students prefer nativeness in a language teacher due largely to their beliefs about innateness (Medgyes, 1994) and accentedness (Gürkan & Yuksel, 2012). Few studies, however, have investigated student beliefs toward who should teach pronunciation.
This paper examines EFL versus ESL students’ beliefs towards teachers’ pedagogical practices and their accents in relation to what students think this means for pronunciation learning. Our study utilizes a sequential mixed methods approach where quantitative survey data were collected followed by qualitative interview data (Creswell & Plano Clark, 2011). The survey analyzed students’ attitudes and beliefs towards English language teachers in general and pronunciation teachers in particular. A speech perception task examined students’ abilities to distinguish between native and nonnative speech. Interview data were used to validate and support quantitative findings. Students included English language learners in Turkey (N = 69) and the United States (N = 91).
Both groups favored teachers who were knowledgeable about pedagogical practices and had teaching experience. While beliefs about NESTs and pronunciation were relatively consistent for both groups, students opted for NESTs for pronunciation-focused classrooms. However, EFL and ESL students could not distinguish native from nonnative speech. We suggest that learners’ beliefs can be modified by emphasizing professionalism as key to effective pronunciation teaching.

- by John Levis and +1
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- TESOL, Non-Native English Speaking Professionals in TESOL, NNEST Studies, Phonetics and Pronunciation

Parallel to the growing recognition of English as an international language, the fundamental premises of the TESOL discipline (e.g., the ownership of the language, native speakers as a goal and model of competence for learning and teaching, linguistic standards and language variety/ies to be taught, mono- lingual/monocultural approach to teaching) has undergone a serious challenge and reconceptualization over the past several decades. While this trend resulted in an unprecedented recognition of the issues surrounding nonnative speakers in the field of TESOL, it also meant the emergence of a series of unfounded ideas or false beliefs about nonnative English speakers in the TESOL (NNEST) movement. By discussing and problematizing these commonly held myths and misconceptions about the NNEST movement, the current article aims to clarify a number of important issues and shed a light onto the past, present, and future of the movement. Having a solid grasp of the movement in the context of global dynamics, changing times, and reconfigured fundamental premises of the discipline has a paramount importance for all stakeholders involved in TESOL who long for a professional milieu characterized by democracy, justice, equity, participation, and professionalism.

- by Ali Fuad Selvi
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- Teacher Education, TESOL, Applied Linguistics, NNEST Studies
- by Ali Fuad Selvi
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- Teacher Education, TESOL, Applied Linguistics, NNEST Studies

This article examines inequity as conceptualized and approached within and through the non-native English speakers in TESOL (NNEST) “movement.” The authors unpack critical approaches to the NNEST experience, conceptualized via binaries (NS/NNS; NEST/NNEST). The authors then
explore postmodern and poststructural approaches to identity and inequity that problematize dichotomies, and the implications such approaches might have for addressing inequity and cultivating inclusivity in English language
teaching.

- by Nathanael Rudolph and +2
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- Social Movements, Poststructuralism, TESOL, Non-Native English Speaking Professionals in TESOL

The “NNEST Movement” has been instrumental in documenting the privilege of native speakers, the marginalization of their nonnative counterparts, and the factors that may influence an individual falling into one category or another. More recently, scholars have adopted a poststructuralist orientation toward language and identity that resists dichotomized framings of language and language users. This article extends the poststructuralist orientation to consider how and why such abstract idealizations of native and nonnative speakers—what I term (non)native speakered subjectivities—emerged historically and are continuously reified and (re)produced through everyday discourse. Throughout this discussion, I weave illustrative examples from a participant in a semester-long ethnographic study that took place in a graduate teacher education program. In the conclusion, I consider implications for future theorizations of (non)native speakering as well as possibilities for increasing equity in the field of ELT.

- by Luis Carvajal
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- NNEST

Recent work on the theorization and exploration of language teacher identity contends that teacher education practices should focus on teacher identity as an explicit focus, yet little is known regarding how teacher identity can be integrated in TESOL teacher education. This article describes a teacher learning tool called critical autoethnographic narrative that can be utilized to promote identity-oriented TESOL teacher preparation. Theoretically, the design of this tool relies on the earlier work on critical language teacher education (Norton & Hawkins, 2009), autoethnography as an account of identity development (Canagarajah, 2012), narrative as a teacher learning tool (Johnson & Golombek, 2011), and narrative as identity construction (Barkhuizen, 2016). As a program-wide endeavor, critical autoethnographic narrative requires teacher candidates’ ongoing engagement with their narrative account through coursework and internship by attempting to deconstruct the dominant discourses with teacher educators’ feedback. Acknowledging TESOL teachers as knowledge generators, such endeavor also encourages teacher candidates to make contributions to scholarly publications with their narratives. The article closes with the description of possible challenges for teacher educators.

Motivation is one of the crucial aspects of second language acquisition. Students’ motivation can be influenced by their teachers. The present study aims to investigate the impact of the two types of teachers on EFL learners’ motivations to learn English. These are NESTs (Native English-speaking teachers) and NNESTs (native English-speaking teachers). Hence, it examines learners’ attitudes and perceptions towards the two types of teachers. This study employed a mixed method by distributing a questionnaire contains quantitative and qualitative tools. It consists of twenty items of Likert scales and two open-ended questions. The present study subjects are 31 female students at King Abdulaziz University in Jeddah, Saudi Arabia. The results of the study demonstrate that learners have a positive attitude toward NESTs and NNESTs. Despite that, the tendency to learn with NNESTs is higher than NESTs. The findings also show that both types of teachers motivate students to learn English. Moreover, it suggests that the methodology and teachers’ personalities are more important than the teachers’ nativeness.

- by Arab World English Journal (AWEJ)
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- Motivation, NNEST, Nest, EFL learners

The English language has always existed alongside other languages. However, the last 200 years have shown a dramatic increase in the range, extent and context of contact between English and other languages. As a result of this contact, we find marked variations in Englishes around the world. Englishes in Multilingual Contexts: Language Variation and Education explores how these variations relate to issues in English language teaching and learning. The first part of this book includes chapters of importance in studying English language variation in the context of education. The second part builds on an understanding of variation and identifies pedagogical possibilities that respect language variation and yet empower English language learners in diverse contexts. Together, the chapters in this volume allow readers to develop a broad understanding around issues of language variation and to recognise pedagogical implications of this work in multilingual contexts.

The unprecedented rise of English to become a global lingua franca has sparked a growing academic interest with numerous research publications on Global Englishes, English as a Lingua Franca (ELF) and English as an International Language (EIL). Although this research has led to numerous informative findings concerning pronunciation, pragmatics and intercultural communicative skills, many course books still present English as if it was primarily used to communicate with 'native speakers'. In addition, native speakerism, or the belief that 'native speakers' are not only better models, but also better teachers of the language is still widespread in ELT. As a result, this article aims to bridge the gap between the research and materials writing practice by suggesting seven research-based principles which can help materials writers not only write materials that are truly global and authentic, but also contribute to tackling native speakerism by addressing some of the discourses that support it. In recent years there has been a considerable rise in research on Global Englishes, English as a Lingua Franca (ELF) and English as an International Language (EIL). While no doubt differing in some of their paradigmatic assumptions, what these three terms have in common is the recognition that English is now the global lingua franca mostly used by 'non-native speakers' of the language, a fact which has some far-reaching implications for ELT practice including materials writing. Indeed, researchers have for example established that it is not proximity to a standard 'native speaker' model, but rather the ability to pronounce certain key pronunciation features known as the Lingua Franca Core (LFC) and the ability to adapt the pronunciation to the interlocutor that enhance intelligibility in ELF contexts (Deterding 2013). In addition, important work has been done identifying the key communicative strategies that facilitate understanding in ELF settings, showing that conformity with a standard 'native speaker' model is neither always appropriate nor necessary (Cogo & House 2018). These are but two examples from a quickly growing field of research, whose progress and the most recent results were documented recently in The Handbook of English as a Lingua Franca (Jenkins, Baker & Dewey, 2018). The results from ELF research suggests that the way English has traditionally been taught and presented in course books might need to be profoundly reevaluated in order to reflect how English is currently being used and in order to better prepare students to become successful English users. Nevertheless, these findings have often not been presented in practical terms. In addition, currently published course books are still to a large extent rather anglocentric inadvertently contributing to the entrenchment of what Holliday (2005) has referred to as the ideology of native speakerism, or the belief that the ideals of the English language and teaching spring from the 'native-speaking' West. As other ideologies, native speakerism is spread, normalised and supported by powerful discourses which are evident in how the English language has been taught and presented in course books. One example of such a discourse is the belief that standard 'native speaker' language use should be both the teaching and learning target to which 'non-native speaker' teachers and learners should strive (Kiczkowiak and Lowe, 2019). This discourse is in turn

The terms, nonnative English speakers (NNESs) and nonnative English-speaking teachers (NNESTs), have been widely used in the field of English language teaching around the world for many decades. However, these terms have also been problematized in TESOL for being used to promote stereotypes and discrimination, especially against English language teachers who hail from ‘non-center’ contexts. TESOL scholars have both taken ownership of the NNES and NNEST terms to challenge the discriminatory discourses and practices, as well as offered alternative terms to more effectively illustrate the diversity and dynamism that exists within the community of language users, including English language teachers and students, who are typically lumped together as ‘NNEST’ or ‘NNES’ respectively.

- by Rashi Jain
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- Multilingualism, TESOL, Translingualism, NNEST

Teacher/researchers of diverse backgrounds worked collaboratively to deconstruct native-speakerism. Native-speakerist ideology has been recognized as an important issue since the ‘nonnative speaker’ English teachers’ movement in the 1990s. However, change has been slow, as illustrated by the studies presented here. The ﬁrst section focuses on teachers in the commercial sector in Japan. Discriminatory hiring practices are rampant, and what is equally disturbing is how teachers are dispatched by such companies to public or private educational institutions. Duoethnography is used in the second study to deconstruct the ways in which native-speakerism affects perceptions of instructors, based on the superﬁcial labeling of ‘native’ and ‘nonnative speaker’ teachers. The paper concludes with a pilot study on student experiences and attitudes toward ‘native’ and ‘nonnative speaker’ teachers that revealed that students do not necessarily believe in the superiority of ‘native speaker’ teachers. In the appendix, a checklist is provided for readers to deconstruct the inﬂuences of native-speakerism on their respective workplaces.

- by Sunao Fukunaga and +2
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- ELT, English as a Foreign Language (EFL), NNEST

There is a new (enlarged) edition of the same material in the four volume course book from 2017. See a) Veselovská, 2017: English Morphology b) Veselovská, 2017: English Morphosyntax c) Veselovská, 2017: English Syntax 1 d) Veselovská,... more

There is a new (enlarged) edition of the same material in the four volume course book from 2017. See
a) Veselovská, 2017: English Morphology
b) Veselovská, 2017: English Morphosyntax
c) Veselovská, 2017: English Syntax 1
d) Veselovská, 2017: English Syntax 2

- by Flora Debora Floris
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- NNEST Studies, NNEST

The study aims at investigating the effect of second language (L2) exposure environment on NNESTs' teaching skills and beliefs about EFL learning beyond the classroom. This is a survey for non-native English speaking teachers (NNESTs) of Indonesian Senior High Schools (or in Indonesian terms 'SMA') from different L2 environments, namely: 1) urban-region exposure environment schools (n=40), and 2) rural-region exposure environment schools (n=40). There were two instruments used in the present study, i.e. 1) observation scaling checklist, and 2) questionnaire. The observation scaling checklist was used for assessing the respondents' performance when they were teaching in class. Meanwhile, the questionnaire using a four-point Likert scale was used to elicit data. The researchers used a series of independent t-test to analyze the data. The result reveals that: 1) there is a significant difference between teaching skills of NNESTs from the urban region schools and those of NNESTs from rural region schools, t (78)= 19.499, p=0.000; and 2) there is a significant difference between beliefs about English as a foreign language (EFL learning beyond the classroom of the NNESTs from urban region schools and those of NNESTs from rural region schools, t (78)=-4.925, p=0.000 Key Words: Beliefs about EFL learning beyond the classroom, NNEST, L2 exposure environment, and teaching skills

Do pre dvadesetak godina, NENG-i skoro da nisu ni postojali na mapi naučnih istraživača. Od uverenosti Čomskog u apsolutnu superiornosti NEIG-a, do nedavnih doktorskih teza koje dokazuju suprotno, stvorila se pozitivna klima prema NENG-ima i odnos prema njima se promenio. U Srbiji i drugim siromašnim zemljama, mnogi NENG-i su i dalje neobavešteni o uspesima pokreta NENG-a u svetu. Ovaj rad ima za cilj da ukaže na do sada utvrđene kvalitete NENG-a širom sveta i na izazove sa kojima se suočavaju, što može biti od koristi i nastavnicima drugih stranih jezika. U ostvarivanju tog cilja, korišćene su nedavno objavljene knjige začetnika pokreta NENG-a, doktorske i master teze, forumi uglednih časopisa na Internetu i drugi relevantni članci. Rezultati istraživanja pokazuju da je pokret NENG-a sporo ali istrajno stigao do proglašenja za zvaničnu „oblast interesovanja“ i da su kvaliteti ispitanih NENG-a dokazani u brojnim istraživanjima, mada nedostaju studije iz siromašnih zemalja. Izazovi NENG-a su delimično nepromenjeni, ali postoje brojni dokazi da ih je moguće prevazići i profesionalno napredovati.

- by Dragana Andjelic
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- Teaching English as a Second Language, Popular Culture, English, NNEST
- by Rahmila Murtiana
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- NNEST

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.

This article represents the identity transformation process of a non-native English- speaking teacher (hereafter NNEST) in the format of an autoethnography. Through the vignettes of the author, the evidence that English language plays a vital role as cultural capital (Bourdieu, 1991) in expanding circle countries (hereafter ECCs) (Kachru, 1985, 1986) such as South Korea (hereafter Korea) becomes apparent. Also, her narrative adds more credence to how the newly imagined identity options such as multicompetent self and English language teaching (hereafter ELT) professional have a tremendous constructive impact on the personal and professional development of NNESTs. Lastly, this study proposes the reconceptualization of Teaching English to Speakers of Other Languages (hereafter TESOL) programs to address NNESTs’ needs for further language improvement. The NNESTs’ efforts for language development should no longer be seen to be rooted from a sense of inferiority, but as a desire to broaden their linguistic reservoirs in order to become more effective teachers. By moving forward from simply discussing multilingualism to making further efforts to accommodate NNESTs’ desired level of English proficiency, TESOL programs will see an exponential growth in professional practice among participants.

- by Seullee Talia Lee
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- TESOL, Second Language Teacher Education, Language and Identity, NNEST

This article explores the attitudes of English language teacher trainers (ELTTs) toward how Non-Native English Speaking Teachers (NNESTs) should be prepared to succeed in teaching English as a Foreign Language (EFL). A number of ELTTs were surveyed to share their opinions on the strengths and weaknesses of NNEST Trainees in respect of language, culture, and the use of modern teaching methodology. Then, the trainers compared and contrasted some aspects between native and non-native English-speaking teacher trainees. Finally, the results indicate certain aspects that NNESTs need to be more aware of and that native English speakers must also be trained before entering the EFL world.

Little is known about recruiters' attitudes to hiring 'native' and 'non-native speakers', or the factors which might influence their potential preference for the former group. Of the four studies conducted thus far, three were carried out in the US or the UK, and are over a decade old (Clark & Paran, 2007; Mahboob et al., 2004; Moussu, 2006). The fourth, conducted in Poland, had a small sample size of five recruiters (Kiczkowiak, 2019). Consequently, the present study aimed to investigate this issue further providing more up-to-date data and extending the scope to EFL contexts. Mixed methods were used: an on-line questionnaire completed by one hundred fifty recruiters, followed by semi-structured interviews with twenty-one recruiters. The results showed that while teaching experience, qualifications, and performance in the interview were important for over 90 per cent of respondents, almost half still considered the 'native speaker' criterion as important. This may be due to concerns about the proficiency of 'non-native speakers' and the reaction from clients. Nevertheless, high satisfaction with 'non-native speaker' teachers was also observed, and the data provided important advice for recruiters on how to successfully implement an equal opportunities policy.

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.

- by Huseyin Uysal and +2
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- Eastern European Studies, Perception, English Literature, Teaching English as a Second Language

Despite the fact that there are a number of studies on nonnative English teachers‘ (NNETs) self–perceptions and identity construction, scarce attention has been paid to the complex role NNETs‘ amount of teaching experience plays in teaching English in the U.S. This study aims to investigate the influential factors that shape the self-perceptions and teaching styles of novice vs. experienced NNETs in the U.S. Data were collected through semi-structured interviews with five NNETs teaching in a major American university. Follow-up email exchanges were employed to clarify information and probe unanswered questions. Interview excerpts of the analyzed patterns were validated through member checking with participants to confirm the emerging features from coding. The results reveal that NNETs of less teaching experience are more likely to conceal their cultural identity and that NNETs‘ self-perceptions are affected by students‘ attitudes, disadvantageous positioning in employment, and their...

Using L1 in the English classroom has long been considered as an unforgivable wrongdoing. Many English teachers who use L1 in the classroom feel guilty about it and in many cases do not admit it. Recent researchers started to question the validity of this claim suggesting contexts and situations in which using L1 can be very helpful in ELT and refuting, on the other hand, the claims upon which the idea of using L2 solely were built.
My paper examines the attitudes of advanced English language learners toward using L1 in the class of English where the students and the teacher speak the same first language and also examines the attitudes of a group of EFL and ESL teachers toward the same practice.
The same questionnaire given to the students was redesigned and given to a number of teachers.

The status of being native or non-native has been extremely
important in TESOL job market because it is relevant to a large number of critical issues beginning from the recruitment, performance and evaluation of teachers as well students’ perceptions and satisfaction. Aim of the present study is to focus on non-Arab non-native teachers teaching English as a foreign language to Arab students in the Middle East. These teachers neither share L1 with their students nor do they speak English as their mother tongue. The present pioneer study focuses on the self-perceptions of these non-Arab non-native EFL teachers in order to verify if they perceive themselves different from other non-native teacher fraternity and if so, how this perception influences their teaching practice.The results of this study show that non-Arab non-Native speaking teachers hold a very positive self-image of themselves and feel very confident about their command of English.

- by Pir Suhail Sarhandi and +1
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- Non-Native English Speaking Professionals in TESOL, NNEST

Computer vision systems are a very interesting alternative approach for the forest species classification, which is a challenging task that generally requires well-trained human specialists. Hence this work proposed a method concerned with computer vision system to classify 37 different forest softwood species. The images are being decomposed to red, green and blue channels to extract features, each channel is decomposed using a different discrete wavelet transform (DWT) family. The image features are prepared to be classified. Texture images of softwood species are classified using neural network (NN) and support vector machine (SVM) classifiers. Classification accuracy (CA) values for SVM were 94.7297% and 97.2973% for 3 rd and 5 th level decompositions "coif2" DWT respectively which are better than NN results. 1. Introduction Presently, identification of forest species is a very important process for several reasons, such as the prevention of commercial fraud, the protection of threatened species from extinction, and the promotion of the shipbuilding and construction industry. Therefore, computer vision systems become a very interesting field for the identification. In the past decades, computer vision applications studies of the wood industry did not take types classification into account [1], [2]. Recently, computer vision has been successfully used to classify forest species. Twenty different Malaysian forest species can be recognized by a system offered by Khalid, Lee [3]. Their experiments depended on database which includes (1,753) images used for training and only (196) for testing, and the classification rate was (95%). Tou, Lau [4] stated two methods to classify forest species using Gray Level Co-occurrence Matrix and neural network. The researcher presents classification rates ranging from (60% to 72%) for five different forest species. de Souza Britto Jr and Sabourin [5] presented a system to recognize 22 different species of the Brazilian flora using GLCM and color-based features. In this paper, database was built of (1270) images of (22) different forest species. It was splitted into 402, 231, and 619 images for training, validation, and testing, respectively. They report a recognition rate in the range of (66.3-80.8) %. Yusof, Rosli [6] offered a recognition system approach for the species tropical wood using Gabor filter, GLCM with multilayer perceptron back-propagation they report (95.44%) training and (90.33%)

- by Mohammed A . Kahya and +1
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- Classification (Machine Learning), Image Features Extraction, SVM classifier, NNEST
- by Caroline Lipovsky and +1
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- Teaching English as a Second Language, Second Language Acquisition, TESOL, Teaching English As A Foreign Language

In this short opinion piece I look at initial teacher training courses from a NNEST perspective, and argue that they contribute to the entrenchment of native speakerism in ELT. I identify and briefly discuss four key areas related to the NNEST movement and native speakerism which are not discussed during the initial teacher training courses and conclude with suggestions for future change.

This article details my position in the debate about nomenclature in the nonnative-English-speaking teacher (NNEST) movement and calls for an intersectional critical approach in second-language (L2) teacher identity research. It also responds to a 2017 argument by Graham that L2 teacher identity research that calls for the reexamination and retirement of the terms NEST-NNEST should be attended to separately from the NNEST movement to better serve the movement itself.

Despite the fact that there are a number of studies on nonnative English teachers' (NNETs) self–perceptions and identity construction, scarce attention has been paid to the complex role NNETs' amount of teaching experience plays in teaching English in the U.S. This study aims to investigate the influential factors that shape the self-perceptions and teaching styles of novice vs. experienced NNETs in the U.S. Data were collected through semi-structured interviews with five NNETs teaching in a major American university. Follow-up email exchanges were employed to clarify information and probe unanswered questions. Interview excerpts of the analyzed patterns were validated through member checking with participants to confirm the emerging features from coding. The results reveal that NNETs of less teaching experience are more likely to conceal their cultural identity and that NNETs' self-perceptions are affected by students' attitudes, disadvantageous positioning in employment, and their perceived language needs. Findings drawn from this study also indicate that future NNETs teaching in the U.S. should capitalize on their cultural and linguistic repertoires by embracing their cultural identity, validating their teaching quality and self-esteem as a competent TESOL professional, and empathizing with their ESL students. For future research, this study suggests that with more NNETs of different races and have different amount of teaching experience involved, a greater understanding could be achieved with more widespread implications.