scholarly journals A Qualitative Study Examining Macao’s Parents’ Attitude towards Native and Non-native English-speaking Teachers for Private Online Synchronous One-on-one English Lessons

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Cheng Tak Chan
Keyword(s):  
Qualitative Study ◽  
Secondary School ◽  
Teaching Style ◽  
English Learning ◽  
Classroom Setting ◽  
Teaching English ◽  
Learning Platform ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

In terms of English learning, whether native English-speaking teachers (NESTs) surpass non-native English-speaking teachers (NNESTs) or vice versa has been a heated topic. These two types of teachers have their own respective benefits and drawbacks with respect to English teaching. Most of the current related studies are on the traditional educational classroom setting in both secondary school and higher education. However, the study of the virtual learning platform as a method of teaching English is rare. This research displays valuable significance in identifying whether parents in Macao have a preference towards NESTs and NNESTs before they purchase the online synchronous one-on-one English lessons for their children. This qualitative study, after two participants were interviewed, concludes that they both prefer NESTs due to their authentic accent and pronunciation and believe it is more suitable in such a speaking-andlistening oriented online lesson. Price is not the prioritized factor to consider. They are generally satisfied with the teaching style of the online NESTs but it is also important to take note of the teaching approach conducted in the online lessons towards children, to ensure that it holds their interest appropriately.

scholarly journals Teacher Views of Teaching English through English (TETE) in Japanese Junior High Schools: Findings from the Inside

2020 ◽  
Vol 44 (6) ◽  
pp. 35
Author(s):  
Nathaniel Reed
Keyword(s):  
High Schools ◽  
Junior High ◽  
Junior High Schools ◽  
Ministry Of Education ◽  
Teaching English ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teacher ◽  
Native English Speaking Teachers ◽  
Level Of Understanding

This study investigates teacher perspectives on a recent directive from the Japanese Ministry of Education (MEXT), which states that “lessons should be given in English at junior high schools (JHSs), in principle, according to the level of understanding of students” (MEXT, 2014, p. 4). I am a native English-speaking teacher (NEST) and taught with twelve Japanese national non-native English-speaking teachers (NNEST) in two Niigata-based junior high schools throughout the 2017 to 2018 academic year. In one of the schools I spoke only English (whilst teaching and outside of class), and in the other school I spoke the students’ L1s (Japanese and Spanish), and English (students’ L2). My classroom experiences are discussed through reflective practice. Data from questionnaires and interviews indicate NNESTs’ perceptions of the study and opinions of teaching English through English (TETE). I finally discuss challenges that the TETE experience presented to my teaching and suggest ways to overcome them. 本論は、文部科学省（MEXT）の「生徒の理解の程度に応じて、中学校では授業は英語で行うことを基本とする」（MEXT, 2014: 4）という近年の方針に対する教員側からの受け止め方について調査したものである。英語母語話者の教員（NEST）である筆者は、2017-2018年度に非英語母語話者の日本人英語教員（NNEST）12名とともに新潟県の中学校2校において英語を指導した。実験群の学校ではNESTは指導中に英語のみを話し、統制群の学校では生徒の母語である日本語及びスペイン語（L1）と英語（L2）で話した。教室におけるNESTの体験について振り返りを基に議論された。本研究に対するNNESTの受け止め方や、英語を英語で指導した授業（TETE）に関する意見はアンケートおよびインタビューによって収集された。本論は、英語を英語で教えることの課題や、それを克服する方法について論じている。

Walking the Line: The Legacy of Martin Wolff on EFL in China

English Today ◽  
2015 ◽  
Vol 31 (4) ◽  
pp. 50-52
Author(s):  
Joel Heng Hartse
Keyword(s):  
English Language ◽  
American English ◽  
Language Education ◽  
English Learning ◽  
English Teacher ◽  
English Language Education ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Education In China

In August of 2012, Martin Wolff, an American English teacher and former lawyer who made a name for himself writing about issues related to English language education in China, passed away in Taizou, China at the age of 65 (see Lau, 2013, for a remembrance). Mr. Wolff's name will be familiar to readers of English Today and to any observers of EFL in China who follow English-language commentary on issues including Chinglish, native English speaking teachers in China, and the difficulty of creating an ideal environment for English learning in EFL contexts.

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 Native and Non-Native English-Speaking Teachers

2021 ◽  
Vol 1 (1) ◽  
pp. 13-17
Author(s):  
Pawan A. Talib
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Institutions ◽  
Teaching English ◽  
The World ◽  
Speakers Of Other Languages ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

The aim of this paper is to analyze some argues of the terminology of native English-speaking teachers (NESTs)/non-native English-speaking teachers (NNESTs), which George Braine and Peter Medgyes made their first steps toward this study. The study relied on the nature notion of these two concepts in linguistic studies in various areas of the world. It illuminates the strengths and the limitations of NESTs and NNESTs with respect to English language teaching to speakers of other languages, particularly in Kurdistan Regional of Iraq with different models of linguistics. Consequently, the work focuses on the perceptions, responses, and attitudes toward these two contexts with taking account their role in teaching English in Kurdistan Regional of Iraq. Finally, the evaluation portrays an outstanding method of teaching English by co-operating NESTs/NNESTs. Since recently, it considers as one of the highest applicable strategies in TEL, and the educational institutions may achieve a better success by providing both instructors in their programs.

scholarly journals Biological students’ perception of the advantages and disadvantages of learning English with native and non-native English-speaking teachers

2019 ◽  
Vol 16 (4) ◽  
pp. 5
Author(s):  
Pham Cu Thien ◽  
Tran Thị Thanh Tuyen ◽  
Ly Nhut Thien
Keyword(s):  
Good Method ◽  
Ho Chi Minh City ◽  
Teaching English ◽  
Advantages And Disadvantages ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Learning English

A research on 126 students from Department of Biology, Ho Chi Minh City University of Education on the advantages and disadvantages of learning English 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 teachers were gained from questionnaires. Thirty students in this research were also randomly selected for interview to get their suggestions for the better ways of teaching English. The result showed that biological students preferred learning pronunciation (88.1%), listening (64.2%), speaking (59.5%) and reading (57.9%) with native English-speaking teachers. However, most of them indicated preference to study grammar (63.5%) and writing (43.7%) with non-native English-speaking teachers. Students also suggested some effective ways of teaching English including choosing practical and interesting topics, applying good method of teaching, increasing time of teaching, transferring lesson by using games, stories, picnics, and so on. The findings will help Deans take into consideration the importance of teachers in teaching English.

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