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.

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 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。

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 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 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 The differences in Indonesian ESL students’ motivation and perceptions of NEST and NNEST

JET ADI BUANA ◽  
2020 ◽  
Vol 5 (01) ◽  
pp. 1-16
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Learning Experience ◽  
Cultural Knowledge ◽  
School Students ◽  
Advantages And Disadvantages ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Teachers Training

Different teachers might have different influence on students’ motivation as well as perceptions. The present study aims to analyse the differences in students’ motivation and perceptions toward of two different types of teachers; NEST (Native English Speaking Teachers) and NNEST (Non-Native English Speaking Teachers). The present study applied a mixed method approach by distributing a set of questionnaires to sixty junior high school students and interviewing four of them to answer its research questions. The results indicate students’ motivation to learn English with NEST because students think it will improve their speaking skills. In addition, NEST’ accents and cultural knowledge motivate students to learn English with them. On the other hand, the results suggest that students are motivated to learn English with NNEST because they are more understanding to students’ learning difficulties and NNEST can resort to students’ L1 when students need it. Thus, students seem to have their own perceptions of the disadvantages and advantages of NEST and NNEST. To minimise the disadvantages, co-teaching seems imperative to be conducted to improve students’ learning experience. In addition, pre-service teachers need to be aware of their own advantages and disadvantages either as NNEST or NEST. Educational institutions should also provide in-service teachers training to help their teachers reducing their disadvantages and maximising their advantages. 

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