scholarly journals Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation

2020 ◽  
Vol 22 (1) ◽  
pp. 29-41
Author(s):  
Mauricio Arcaya
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Teachers ◽  
Small Scale ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Way ◽  
Learning English

This article is a small-scale qualitative study whose objective was to identify differences between the way in which native English teachers and their non-native Chilean counterparts assess pronunciation. To achieve this, teachers from both groups were asked to assess the same material produced by two students of English pedagogy in a Chilean university. The results show that native English teachers rate students higher than their non-native colleagues. This is apparently due not only to differences in training but also the differences in the processes of acquisition. The outcome of this research concerns anyone interested in teaching and learning English as a second/foreign language.

scholarly journals Students’ perception of the advantages and disadvantages of learning English for biology with native and non-native English-speaking teachers

2020 ◽  
Vol 8 (2) ◽  
pp. 3-13
Author(s):  
Pham Cu Thien ◽  
Tran Thi Thanh Tuyen ◽  
Huynh Cong Minh Hung
Keyword(s):  
Teaching And Learning ◽  
Research Result ◽  
Ho Chi Minh City ◽  
Biology Teacher ◽  
Advantages And Disadvantages ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Regular Practice ◽  
Learning English

English for Biology is a course in the bachelor training program of Biology Teacher Education at Ho Chi Minh City University of Education. A research on 126 students from Department of Biology of this University on the advantages and disadvantages of learning English for Biology with native and non-native English-speaking teachers was carried out in January, 2018. Data on their perceptions towards the reasons why they liked studying with the teachers were gained from questionnaires. Thirty students in this research were also randomly selected for interview to get their suggestions for the better achievement of learning English for Biology. The results showed that 52 students (41.3%) liked studying English for Biology with non-native English-speaking teachers, whereas 40 students (31.7%) liked learning with native English-speaking teachers, and 34 students (27.0%) preferred studying with both kinds of teachers. Students also suggested some ways to improve the learning effectiveness including regular practice, learner autonomy, environment for practice and so on. The research result will help the Dean take into consideration the importance of teachers in teaching and learning English for Biology.

scholarly journals NATIVESPEAKERISM AND WORLD ENGLISHES: TEACHERS PERCEPTION TOWARDS NON-NATIVE ENGLISH VARIETIES

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ronald Maraden Silalahi
Keyword(s):  
Foreign Language ◽  
World Englishes ◽  
English Speakers ◽  
Group Discussions ◽  
Teachers Perceptions ◽  
Contextual Understanding ◽  
The World ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

<p>In the last decade, the development of information technology confirms English as a Lingua Franca used by native English speakers and nonnative English speakers. English in a global context has triggered the emergence of new English variants, resulting from the assimilation of English into a local language known as World Englishes. On the other hand, Teaching English as a Foreign Language (TEAFL) in Indonesia is still oriented towards the ideology of nativespeakerism which believes that TEAFL should be done by Native English-Speaking Teachers (NEST) because they are believed to have better linguistic competence and contextual understanding than Nonnative English-Speaking Teachers (NNEST). This article is directed to determine the perceptions of English teachers in Indonesia regarding the world Englishes phenomenon. This research is qualitative research with 20 informants consisting of 10 Nonnative English-Speaking Teachers and 10 Native English-Speaking Teachers. Four Focus Group Discussions (FGDs), each consisting of 5 informants, will be conducted to gather as much information as possible related to teachers’ perceptions. This research is expected to provide an overview of foreign language teaching in Indonesia. The results showed that nativespeakerism has a strong correlation with the world Englishes phenomenon. In the Indonesian context, this is shaped by the stigma that forms in society. This research is expected to enrich teaching studies, specifically in teaching foreign languages.</p>

scholarly journals A STUDY ON SPEAKING SKILL ACTIVITIES IN AR-ROHMAH ENGLISH COMMUNITY PROGRAM IN SMA AR-ROHMAH MALANG

2018 ◽  
Vol 3 (1) ◽  
pp. 30
Author(s):  
Adnin Hayatinnufus
Keyword(s):  
Teaching And Learning ◽  
Mother Tongue ◽  
Opportunity To Learn ◽  
English Teachers ◽  
Science Writing ◽  
Community Program ◽  
Research Problems ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

Ar-rohmah English Community is an extracurricular program which provides time and creates opportunity to learn English speaking skill. The aims of this study are to describe kinds of speaking activities used in Ar-Rohmah English Community Program in SMA Ar-Rohmah Malang, to find out the problems related to teaching and learning English speaking skill activities in AEC Program and to investigate the solutions for the problems. The use of research design in this study was descriptive qualitative in which the instrument used to get the data were observation, questionnaire and interview. It was presumed as the proper design in order to attain the purpose in overcoming and solving the research problems. This study obtained the data from twenty-four students and two English teachers who were involved in the AEC Program. After analyzing the data, it is found that English teachers use seven speaking activities in Ar-Rohmah English Community Program. Those seven activities are free speaking, card game, watching movie, interview, storytelling, science writing presentation and dialogue activities. Furthermore, the problems found related to teaching and learning English speaking skill are derived from linguistic and non-linguistic factors. From linguistic factors, it is found that the students face the difficulty on mastering vocabulary, choosing appropriate grammar, lacking of pronunciation experience and not habituated with English. Moreover, from non-linguistic factor, they are reluctant to speak in English because they are inhibited, have nothing to say, have low participation and feel ease and safe using mother tongue language. Besides, the teachers face the difficulty such as get tired to handle a large class with only two teachers, confused to choose suitable activity, do not remember students’ names, hard to motivate the students to speak in English and lack of preparation time. In addition, other activity which is Pandu Hidayatullah influences the students’ passion toward AEC Program. Dealing with those problems, the teachers keep creating creative, fun and interesting activity to improve the students’ vocabulary, grammar, pronunciation and familiarized the students with English. By creating regulations, they solve the problems of students’ low motivation to use English hard to push the students using English

Review of Research on EFL Teachers’ Knowledge, Beliefs and Classroom Practices

2020 ◽  
Vol 17 (2) ◽  
pp. 51-65
Author(s):  
Elena Coyle
Keyword(s):  
Foreign Language ◽  
Classroom Practices ◽  
Environmental Support ◽  
Knowledge And Beliefs ◽  
Efl Teachers ◽  
English Speaking ◽  
Similarities And Differences ◽  
Native English Speaking ◽  
Native English Speaking Teachers

At the time of globalization, a need for teachers of English is growing. Teachers who teach English without environmental support are called teachers of English as a foreign language, or EFL teachers. EFL teachers are divided into native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). To gain a greater understanding of NESTs’ of EFL and NNESTs’ of EFL work, I reviewed research on the teachers’ knowledge and beliefs and classroom practices and compared and contrasted those. Such comparing and contrasting showed that there are both similarities and differences between the teachers’ knowledge and beliefs and classroom practices.

scholarly journals Teaching and Learning English as a Foreign Language

2018 ◽  
Vol 5 (2) ◽  
pp. 57
Author(s):  
Thara Mahmoud Ali Al-oglah
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Model ◽  
Foreign Languages ◽  
Public Pedagogy ◽  
Specific Language ◽  
The Way ◽  
Learning English

The teaching and learning of a specific language whether it's considered foreign or second, has changed throughoutthe years. It began to transfer from a setting where the teacher was the basic and the role model into a setting wherethe learner would become the center or the focus. If we take in consideration all of these findings, methods, andapproaches, in addition to the experiences which were created and further emphasized in an environment wherelearning will take place. Then this language would be used anywhere to create a sense of engagement. Particularly, incertain tasks which are of communicative nature while focusing on the interactive aspect. There had been a change inthe way foreign languages came to be taught. That is, from the way the foreign language would be specified to acertain approach where we would calculate the competence and the performance of a learner. This has led to a shiftfrom the tutor being the figure of authority, the specialized person, and the role model into the facilitator where hewould guide students in the learning process to bring about change. The enhancements of today's time tend to focuson social media in addition to the current research being carried out. Moreover, public pedagogy is also veryimportant and always creates a path towards constructing, bettering and increasing the level of competence of thelearner when acquiring a specific language.

scholarly journals NATIVE ENGLISH SPEAKING TEACHERS (NESTs) AND INDONESIAN ENGLISH TEACHERS (IETs) EFL STUDENTS’ PERCEPTION AND PREFERENCES

2021 ◽  
Vol 3 (2) ◽  
pp. 112-121
Author(s):  
Pariyanto Pariyanto
Keyword(s):  
English Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Number Of Factors ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Language Teaching And Learning

This paper explores the roles of Non-Native English Speaking Teachers (NNESTs) in English Language Teaching (ELT) in Indonesia. As many English language learners idolize Native English Speaking Teachers (NESTs) to be a good teacher of English that leads students to the success with their learning, some research show that the success in language teaching and learning is not merely determined by the fluency which native speakers possess. There are a number of factors that should be taken into account to make language teaching and learning successful such as the nature of learners, social context, and cultural background of the learners. These features are, for the most part, owned by NNESTs and thus they potentially make more successful English language teaching and learning than NESTs.     

scholarly journals Native and Non-native English Speaking Teachers’ Teaching Styles and Their Effect on Their EFL Saudi Students’ Achievement and Enjoyment of Learning English at Taif University

2017 ◽  
Vol 7 (6) ◽  
pp. 148
Author(s):  
Nasrah Mahmoud Ismaiel
Keyword(s):  
English Language ◽  
Teaching Styles ◽  
Teaching Staff ◽  
Staff Members ◽  
Saudi Students ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Preparatory Year ◽  
Learning English

The present research is going to assess the discrepancies between native and non-native instructors working at Taif University. The subjects have been 609 Saudi men and women EFL learners presenting themselves in a great English language plan at the preparatory year Science, Humanities and Health at Taif University. Moreover, 51 teachers (20) males and (31) females who are teaching staff members of the Taif University English Language Centre (TUELC) participated during the research. The research followed a descriptive analytical method. The Conti (1990) Principles of Adult Learning Scales (PALS) was used. Learning English Enjoyment questionnaire (LEEQ) that was developed by the researcher was used, too. Primary areas of investigation were teaching styles, students’ achievement and students’ enjoyment of learning English. Collectively, results provide some strong evidence that show a positive connection between native English speaking teachers’ styles and the students’ achievement and enjoyment. The effect of instruction experience, like the periods of instructing was considered in the present research. In addition, native and nonnative instructors who speak English are regarded also various in such domains as instruction strategies in the classes, levels of teaching tactical effectiveness.

scholarly journals Beliefs versus Declared Practices of English as a Foreign Language (EFL) Teachers Regarding Teaching Grammar

2020 ◽  
Vol 10 (1) ◽  
pp. 49
Author(s):  
Merav Badash ◽  
Efrat Harel ◽  
Rivi Carmel ◽  
Tina Waldman
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Self Report ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Teaching Grammar

This study investigated English as Foreign Language (EFL) teachers' beliefs, perceptions and declared practices of teaching grammar within a communicative language teaching (CLT) framework. Participants included 221 EFL teachers, who were teaching during the years 2013-2018 in different grades and schools throughout Israel. Participants were graduates of teacher training programs in colleges and universities and included Non-Native English Speaking Teachers (NNEST) and Native English Speaking Teachers (NEST).An on-line, self-report survey designed specifically for this study contained three closed questions and two open-ended questions. One-way ANOVA statistics, and mean scores of all the responses were performed on the quantitative data.  Qualitative data were grouped, analyzed, and coded.Results show a discrepancy between EFL teachers' perceptions and declared practices of teaching grammar in classrooms. Results further reveal significant differences between NEST and NNEST teachers, as well as differences between teachers who teach in different grades (elementary school, junior high school and high school). Moreover, 'vocabulary' and 'speaking' were ranked of highest importance (58% and 55%, respectively), whereas 'writing' and 'grammar' were considered least important (24%). These findings have valuable implications for teachers and teacher education regarding teaching grammar in context and using contextualized activities.

scholarly journals STUDENTS’ PERCEPTIONS OF MOTIVATIONAL TEACHING STRATEGIES IN ENGLISH AS FOREIGN LANGUAGE (EFL) CLASSROOM

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Wirentake Wirentake
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Social Comparison ◽  
Teaching Strategies ◽  
Good Relationship ◽  
English As Foreign Language ◽  
English Speaking ◽  
The Common ◽  
Learning English ◽  
Descriptive Qualitative

This study was aimed at investigating students’ perception of motivational teaching strategies in English as Foreign Language (EFL) classroom, specifically on what motivational teaching strategies do students consider important and what are their reasons of considering the strategies as important. This study was a descriptive qualitative study. The instruments employed were questionnaire and interview. Based on the findings, the motivational teaching strategies considered most important are: (1) establish good relationship with students; (2) teachers should bring humors into the classroom; (3) teachers should show their enthusiasm for teaching; (4) teachers should show students that they care about them; (5) teachers should give clear instruction about how to carry a task; (6) teachers should make sure that grades reflect students achievement and effort; (7) teachers should invite English-speaking foreigners to class; (8) teachers should use a short and interesting opening activity to start each class; (9) teachers should avoid social comparison and (10) teachers should be themselves in front of students. In addition, one of the common reasons of why students considered those motivational teaching strategies as important was because they believed that those strategies are able to boost their motivation in learning English if it is implemented by their teachers.

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