scholarly journals Decoding the Myths of the Native and Non-Native English Speakers Teachers (NESTs & NNESTs) on Saudi EFL Tertiary Students

2017 ◽  
Vol 10 (6) ◽  
pp. 1 ◽  
Author(s):  
Noor Motlaq Alghofaili ◽  
Tariq Elyas
Keyword(s):  
Learning Process ◽  
Native Speaker ◽  
Saudi Students ◽  
King Abdulaziz University ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Preparatory Year ◽  
The Impact ◽  
Efl Learning

Many people believe the myth that being taught by a native speaker is the best way to learn a language. This belief has influenced many Saudi schools, language institutes, and universities to include the nativeness factor as part of a language instructor’s job requirements. Using an open ended questionnaire, this study aims to investigate the impact of native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) on EFL university Saudi students. It also explores how the teachers’ background and accents influence the students’ achievement in terms of the development of their language skills. The participants are students who are in their preparatory year program at King Abdulaziz University in Jeddah taught by NEST and NNEST. The findings of the study indicate that teachers’ nativeness and backgrounds have no significant effects on the EFL Saudi students’ learning processes. However, a few factors have been detected that play roles in supporting EFL learning, which can be summarized as follows: 1) Teachers’ competence and experience are what make the teachers qualified, regardless of their nationalities. 2) Teachers sharing the students’ L1 play positive roles in the EFL learning process. 3) The teacher’s accent has an effect on students, which might hinder the learning process in the case of an unfamiliar accent. 4) The teacher’s personality is more involved in the classroom communications and interactions than is the teacher’s nativeness. Based on the findings of this study, implications are made on the topic of the effect of NEST and NNEST on EFL learning.

scholarly journals The Students’ Attitudes towards the NESTs versus NNESTs and their Impacts on the Students’ Motivations to Learn English Language at KAU

2021 ◽  
pp. 1-35
Author(s):  
Haneen Saad Al Muabdi
Keyword(s):  
Second Language Acquisition ◽  
Mixed Method ◽  
English Language ◽  
Efl Learners ◽  
King Abdulaziz University ◽  
English Speaking ◽  
Native English Speaking ◽  
Students Attitudes ◽  
Native English Speaking Teachers ◽  
The Impact

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.

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 The Students’ Attitudes towards the NESTs versus NNESTs and their Impacts on the Students’ Motivations to Learn English Language at KAU

2022 ◽  
Author(s):  
Haneen Saad Al Muabdi
Keyword(s):  
Second Language Acquisition ◽  
Mixed Method ◽  
English Language ◽  
Efl Learners ◽  
King Abdulaziz University ◽  
English Speaking ◽  
Native English Speaking ◽  
Students Attitudes ◽  
Native English Speaking Teachers ◽  
The Impact

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.

scholarly journals NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY

2019 ◽  
Vol 7 (2) ◽  
pp. 27
Author(s):  
Tariq Elyas ◽  
Noor Motlaq Alghofaili
Keyword(s):  
Language Proficiency ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Efl Learners ◽  
Ex Post ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��

Negotiating teacher identity: Experiences of Black teachers of English in Korean ELT

English Today ◽  
2020 ◽  
pp. 1-8
Author(s):  
Hohsung Choe ◽  
Youngjoo Seo
Keyword(s):  
Teacher Identity ◽  
English Language ◽  
Native Speaker ◽  
Black Teachers ◽  
English Language Teaching ◽  
Political Issues ◽  
English Speaking ◽  
Race Ethnicity ◽  
Native English Speaking ◽  
Native English Speaking Teachers

Most recent research on teacher identity in the TESOL field has focused on how non-native English-speaking teachers (non-NESTs) view and position themselves vis-à-vis native English-speaking teachers (NESTs), and which factors influence their construction of their professional identities. However, the perceived native speaker/non-native speaker (NS–NNS) dichotomy greatly oversimplifies a complicated phenomenon by representing it as solely linguistic and disregarding sociocultural and political issues. Beyond the question of nativeness versus non-nativeness, race, ethnicity, nationality, and cultural identity have played key roles in how teachers position themselves within English language teaching (ELT). These other factors may be critical in how others judge the capability of a teacher of English and authenticity of his/her English.

scholarly journals NATIVE VERSUS NON-NATIVE ENGLISH SPEAKING TEACHERS: AN INSIGHT INTO INDONESIAN STUDENTS’ VOICES

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Alviaderi Novianti
Keyword(s):  
Undergraduate Students ◽  
Native Speaker ◽  
Survey Design ◽  
English Teacher ◽  
Efl Students ◽  
Pros And Cons ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Insight Into

Several issues exist in determining the best English teacher for EFL students. Both native and non-native speaker teachers can succeed as English teachers. But there are always some pros and cons for both sides. This present paper intends to investigate the perspective or perception of college students towards their native English speaking teachers (NESTs) and non-native English speaking teachers (Non-NESTs) in teaching EFL. This research is a quantitative study with survey design. In gaining the data, twenty-five respondents of the 4th grade undergraduate students of the English Department in Cimahi were asked to respond the itemized statements on the questionnaire which used Likert-scales. The questionnaire itself was adopted and developed from the previous researcher with the similar problem background which was conducted in 2011. This study revealed that students have positive perceptions toward NEST and Non-NEST, although, in some circumstances, the students face several problems in the learning process. Thus, for both NEST and Non-NEST are required to handle the problems encountered by the students.  

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.

scholarly journals Native vs. non-native EFL teachers: Who are better?

2018 ◽  
Vol 5 (1) ◽  
pp. 137-147
Author(s):  
Kurniawati Kurniawati ◽  
Dini Rizki
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Native Speaker ◽  
First Language ◽  
Quality Teachers ◽  
Self Confidence ◽  
Efl Teachers ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

This paper discusses possible advantages of having Non-Native English-Speaking Teachers (NNESTs) to teach English as a Foreign-Language (EFL) especially in Asian countries when they are often regarded as inferior to their Native English-Speaking Teachers (NESTs) counterparts. A native speaker fallacy has emphasized that NESTs are better teachers of EFL and have put NNESTs at a disadvantage. Actually, NNESTs possess advantages that can make them better teachers for teaching English in an EFL/ESL setting connected with their own EFL learning experiences and with sharing the same first language and cultural background with their students. While considered to have lower English language proficiency and lower self-confidence compared to NESTs, NNESTs who have made the effort to become quality teachers can position themselves as ideal English teachers in their own environment.

scholarly journals EFL Students’ and Teachers’ Attitudes toward Foreign Language Speaking Anxiety: A Look at NESTs and Non-NESTs

2016 ◽  
Vol 9 (3) ◽  
pp. 1 ◽  
Author(s):  
Turgay HAN ◽  
Ahmet Serkan Tanriöver ◽  
Özgür Sahan
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
English Language ◽  
Speaking Anxiety ◽  
Significant Difference ◽  
Efl Students ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

<p class="apa">Native English Speaking Teachers (NESTs) have been employed in various English language teaching (ELT) positions and departments at private and state universities in Turkey, particularly over the last three decades. However, undergraduate EFL students’ attitudes toward NESTs and Non-Native English Speaking Teachers (Non-NESTs) remain seriously under-investigated. The purpose of this study is to examine the impact of communication classes given by NESTs and Non-NESTs on students’ foreign language speaking anxiety (FLSA). Forty-eight undergraduate EFL students attending communication classes taught by (American) NESTs and (Turkish) Non-NESTs were given a questionnaire to examine their attitudes toward foreign language speaking anxiety (FLSA). Further, a sub-sample of students was interviewed to investigate their feelings, beliefs and opinions about the relationship between the FLSA they experienced and their communication classes given by NESTs and Non-NESTs. Similarly, the teachers were interviewed to examine their feelings about the FLSA their students experience in their communication classes. Quantitatively, the results showed no significant difference in attitude toward FLSA between the students who attended classes taught by NESTs and Non-NESTs, although a significant difference was observed between the two classes taught by Non-NESTs. Further, female and male students did not differ significantly in terms of attitudes toward FLSA in NESTs’ and Non-NESTs’ classes. The qualitative findings revealed that both teachers and students had positive attitudes toward mistakes made during the oral production of the foreign language (FL). Finally, the correction strategies employed by the teachers in the classroom are believed to have an impact on student attitudes toward FLSA.</p>

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

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