Native English Speakers Versus Non-Native English Speakers: The Impact of Language Teachers on Efl Learner's English Proficiency

Abstract

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.��

An Observational Study on the Effects of Native English-Speaking Teachers and Non- Native English-Speaking Teachers on Students’ English Proficiency and Perceptions

“…Thus recently, many scholars, especially in Asian countries, have tried hard to investigate the notion of being NEST and NNEST in ELT. Elyas & Alghofaili (2019) observed two groups of students taught by NEST and NNEST at Saudi Arabian University. Their findings indicated that teacher's native-ness and backgrounds have no significant effects on Saudi EFL learners speaking and listening skills.…”

The Outcome of Authentic Material-Based Teaching in a Speaking Class

“…Others would simply settle on using a variation of English that are unique to that region (Pradana, 2019). The position of native English teachers are challenged, as non-native teachers can teach with the same efficiency (Elyas & Alghofaili, 2019).…”

“…A research by Crystal mentions that both native and nonnative teachers have their own advantages and drawbacks, and that both variations have merit (As cited in Pradana, 2019). Other researchers adapt a more critical stance to the debate, mentioning the indifference between native and non-native English speaking teachers in their participants (Elyas & Alghofaili, 2019) or the fact that their participants are showing signs of accepting ELF (Wang, 2016).…”

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

“…Thus, students seem to esteem other aspects other than the teachers' native language. Another study by Alghofaili and Elyas (2019) investigated the impact of NESTs and NNESTs on the Saudi EFL learners' achievements in listening and speaking skills. The results revealed that the nativeness of teachers does not influence the speaking and listening skills of Saudi EFL students.…”

“…Also, Ürkmez (2015) found that 96% of the 120 Turkish students prefer NESTs over NNESTs for teaching speaking skills. However, most English learners regard fluency as the most essential skill (Alghofaili, Elyas, 2019). Considering that, the noticeable preference for NESTs at teaching speaking in many contexts is understandable.…”