scholarly journals Native English-speaking Teachers and Korean English Teachers: A Qualitative Analysis of Korean University Students’ Beliefs

2015 ◽  
Vol 29 (3) ◽  
pp. 181-203 ◽  
Author(s):  
Chun, Sun Young
Keyword(s):  
University Students ◽  
Qualitative Analysis ◽  
English Teachers ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

scholarly journals Perceiving Native English Speaking Teachers: EFL University Students’ Perspectives

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sureepong Phothongsunan
Keyword(s):  
University Students ◽  
Native Speaker ◽  
Strong Relationship ◽  
Structured Interview ◽  
Motivation To Learn ◽  
Interactive Teaching ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Learning Behaviours

To allude to the ‘native speaker’ concept and investigate the native speaker effects, this research looks into the perceptions of 25 Thai EFL university students towards native English speaking teachers. How native English speaking teachers influence the participants’ learning behaviours and motivation to learn English are also perceptually reported. Two research instruments, the survey questionnaire and the semi-structured interview, are employed for this study. The findings indicate overall positive perceptions towards native English speaking teachers, pointing that their classes are mostly fun, interactive and motivating. The flexible and interactive teaching methods and styles used by native English speaking teachers are found to be most favoured, followed by their approachable personality traits and the students’ vast opportunity to practice oral and written English. Most participants, if given an option to choose a teacher, have a salient preference to study with native English speaking teachers in which case neither teachers’ age nor gender matters. There seems to be a strong relationship between studying with native English speaking teachers and the participants’ learning behaviours and motivation to learn English.

Learning to teach across borders: Mainland Chinese student English teachers in Hong Kong schools

2012 ◽  
Vol 16 (4) ◽  
pp. 483-499 ◽  
Author(s):  
Phil Benson
Keyword(s):  
Hong Kong ◽  
English Teachers ◽  
Educational Background ◽  
Chinese Student ◽  
Mainland Chinese ◽  
The Status ◽  
Non Local ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

The literature on non-native English-speaking teachers (NNESTs) and native English-speaking teachers (NESTs) tends to focus on their respective strengths, the main strengths of NNESTs being their experience of learning English as a second language and their familiarity with their students’ language and educational background. This article proposes a further distinction between NNESTs who are local to their teaching settings, and ‘non-local NNESTS’, who are at risk of falling between the cracks of the NNEST–NEST distinction if they do not share their students’ first language and educational background. It also argues that the strengths of NNESTs and NESTs (local or non-local) are not intrinsic to these categories, but instead serve as contexts of discourse in which teachers construct their ‘authority’ to teach English in particular settings. A case study of two non-local NNESTs in their final year of a pre-service teacher education degree in Hong Kong explores how they struggled to construct authoritative identities as English teachers in the context of discourses that primarily validate the status of NESTs and local NNESTs. It concludes by calling for a more nuanced view of the NNEST–NEST distinction and for further fine-grained studies of the experiences of local and non-local NNESTs elsewhere in the world.

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 Non-native english speaking elementary ell teachers’ culturally responsive leadership profile in an ESL context

2012 ◽  
Vol 14 (2) ◽  
pp. 88
Author(s):  
Valentin Ekiaka Nzai ◽  
Patricia Gómez, ◽  
Concepción Reyna ◽  
Kang-Fan Jen
Keyword(s):  
Culturally Responsive ◽  
English Teachers ◽  
English As Foreign Language ◽  
English Curriculum ◽  
Culturally Responsive Leadership ◽  
English Speaking ◽  
Native English Speaking ◽  
English Textbooks ◽  
Native English Speaking Teachers ◽  
Responsive Instruction

Culturally responsive instruction has been suggested as quality education (Edwards, 2003) for minority students in subtractive and additivebilingualism settings. However, analytical curriculum development of several official English programs revealed that the gender-centric (malecentric)and Ethno-centric (Euro/Western-centric) approaches were deeply embedded in most English textbooks of curriculum development.The intent of partial mixed methods paper consisted of exploring some non-native English speaking teachers English teachers’ culturallyresponsive leadership profile in order to further the discussion on not only how to promote English curriculum transformation in English assecond language (ESL) and English as foreign language (EFL) settings, but also to effectively train culturally responsive non-native Englishspeaking (NNES) English pre-service teachers. Comparative data analysis suggested that there were no causal relationship between NNESEnglish teachers’ culturally responsive leadership styles and their abilities to perform multicultural transformation of English curriculums. To behighly effective in transforming English curriculum, NNES English teachers needed to be systematically trained on how to do so. Implicationsfor NNES English pre-service teacher education are framed from the culturally responsive and anti-oppressive education approaches.

scholarly journals NATIVE ENGLISH SPEAKING TEACHERS IN ELT ABROAD FROM THE POINT OF VIEW OF LANGUAGE LEARNING STUDENT

2020 ◽  
pp. 95-99
Author(s):  
Mykhailo PODOLIAK ◽  
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Native Speaker ◽  
English Teachers ◽  
Point Of View ◽  
Modern World ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teacher ◽  
Native English Speaking Teachers

There is prejudice in the modern world that na- tive English speaking teachers are better than non- native. In this article, we aim to reveal this opinion as well as to determine the effect native or nonnative teacher has on certain language skill development in students. Many scholars worldwide have researched the question. They agreed that nonnative English teachers are underestimated by employers around the globe. Furthermore, about 80% of all English teachers are nonnative speakers. Our research demonstrate that native speaker English teachers are more effective in intermediate and advanced students, while non-native English speaking teachers are good for beginners. Furthermore, according to the results of our questionnaire, native speaking English teacher developed more speaking, listening and writing skills in students, while non-native English speaking teacher explained grammar and vocabulary better. The other thing we would like to present an interesting exercise that can be of great use to those, who learn native language in a country simultaneously teaching English or other foreign language. The exercise rise motivation as well as breaks the communication barrier in nonnative English speaking students. In addition, the exercise can be of great use to all language levels of English learners

scholarly journals Learners' Errors and their Evaluation

1970 ◽  
pp. 71-81
Author(s):  
Laxmi Bahadur Maharjan
Keyword(s):  
Error Analysis ◽  
Key Words ◽  
English Teachers ◽  
English Teacher ◽  
Grammatical Errors ◽  
Research Findings ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

This study identifies, describes and evaluates the learners' errors, and determines the gravity of those errors in terms of intelligibility and acceptability by the Nepali, non-Nepali and native English speaking teachers. This study was targeted at the grammatical errors and perceptions of different English teachers on those errors. The research findings were analyzed and expressed quantitatively. The study revealed that the Nepali English teacher evaluators were found to be the most severe judges. The non- Nepali (i.e. other than Nepali and the native English) evaluators were in between the Nepali and the native English evaluators. The researcher proposes to treat the most serious errors for Nepali and non- Nepali English teachers with priority. Key words: error analysis, grammatical errors, error gravity DOI: 10.3126/nelta.v14i1.3093 Journal of NELTA Vol.14, No 1&2, 2009 December Page: 71-81

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