Perception of Saudi Students About Non-Native English Teachers and Native English Teachers in Teaching English at Jazan University

Haque, Md Nurul; Sharmin, Sumona

doi:10.17507/jltr.1303.06

Cited by 5 publications

(3 citation statements)

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“…Davies (2013) argued that the ability to teach is crucial in a language instructor, and mastery of the written form of the language is paramount among other features. Haque and Sharmin (2022) found that NESTs outstripped NNESTs in the four skills, while NNESTs were better at teaching grammar.…”

Section: B Native and Non-native English Language Instructors In High...mentioning

confidence: 92%

The Validity of Hiring Native and Non-Native English-Speaking Instructors: Professional Observers', Learners', and Programme Administrators' Perceptions

Murtada

Alsuhaibani

2023

jltr

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In the recent past, considerable attention has been directed towards the issues relating to non-native English speaker teachers (NNESTs) and native English speaker teachers (NESTs) in English language teaching (ELT), especially their employability as English language teachers. This study aimed to investigate the hiring process for an English as a foreign language (EFL) instructor position. The study has adopted a mixed-design approach using a structured questionnaire on 212 students from the Preparatory Year Program (PYP) at Princess Nora University (PNU) and the Common First Year (CFY) at King Saud University (KSU) and semi-structured interviews on six programme administrators and professional observers from the higher education language institutions in Saudi Arabia to achieve the study’s objectives. Specifically, this study examined three areas: a) the programme administrators’ perception of the hiring criteria of both NESTs and NNESTs; b) the professional observers' perception of the hiring criteria used, linking them to the performance of both NESTs and NNESTs in EFL classes and providing criteria that they deem necessary; and c) the learners' perception of the characteristics of an effective EFL instructor to support the latter's perception. The results revealed that being a native speaker was not important from the perception of programme administrators, professional observers, and learners. However, programme administrators, professional observers, and learners gave more importance to other criteria such as pedagogical skills, personal qualities, and the ability to teach.

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Section: B Native and Non-native English Language Instructors In High...mentioning

confidence: 92%

The Validity of Hiring Native and Non-Native English-Speaking Instructors: Professional Observers', Learners', and Programme Administrators' Perceptions

Murtada

Alsuhaibani

2023

jltr

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“…In the past, there was a trend of high demand of native teachers to teach English. It was believed that native teachers are the best teachers to teach to the learners (Haque, & Sharmin, 2022). After the long practice people realized that language cannot be separated from culture and teaching language means teaching culture and the native teachers failed to mix the culture in language classes as a result it couldn't carry to the learners in the depth of the matter, therefore now a days the demand of nonnative teachers is increasing rather than native teachers.…”

Section: Demand Of Nonnative English Speaker Teachermentioning

confidence: 99%

Impact of Socio-Economic Changes on Economically Weak Children in English Language Teaching

Khanal¹

2022

Lumbini J. Lang. & Lit.

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Children in schools are behaved on the basis of culture and economic status in which they are grown up. With the aim of exploring the impact of socio-cultural and economic aspects in schools on economically weak children in classroom teaching learning activities this study has been conducted based on the desktop study. This research designed title as Impact of Socio-Economic Changes on Economically Weak Children in English Language Teaching and collected data from the existing literature which are analyzed and reached in the conclusion that children from strong economic status and high cultural background will have better performance than the children who are from poor economic and low cultural background. Development of new technologies, social media highly help to mix up and transfer the culture as a result the direct impact of it is directly seen in the classroom. Change not only brings negative feelings it also tends to bring positive feelings. The change has challenged us (English language teachers) today so that to overcome this challenge we need to apply a balanced approach in the classroom so that we will be away from being boring teachers.

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“…This study characterizes the phenomenon of how context exerts a cross-sectional influence on language students' perceptions of teachers with respect to the development of L2 identity in students. Haque and Sharmin (2022) conducted a study to explore the notion that instructors who are proficient in English as their first language are more effective in facilitating the development of reading, listening, and speaking abilities. Conversely, individuals who are not native speakers of the English language possess exceptional aptitude as instructors of grammar, reading, and writing.…”

Section: Introductionmentioning

confidence: 99%

Decoding the Myths of the Native and Non-Native English Teachers on the Language Acquisition of Turkish Post-Secondary Students

2023

CJESS

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There is a prevalent belief among individuals that the optimal approach to acquiring a second language (L2) is through instruction provided by native English-speaking teachers (NESTs). The objective of this research was to investigate the perspectives of English as a Foreign Language (EFL) students at the post-secondary level regarding the instructional competencies of non-native Englishspeaking teachers (NNESTs) and native English-speaking teachers (NESTs). The study comprised a sample of 30 Turkish students who were learning English as a foreign language. The sample included 17 female and 13 male participants who were selected from post-secondary students enrolled in ANKU (Ankara University Development Foundation Private Anatolian & Science High School). Participants were required to have a minimum of 27 hours of weekly English language instruction. The participants were selected through the convenience sampling method. The present study utilized semi-structured interviews as the primary data collection instrument, with a total of 30 participants being interviewed. The investigator conducted individual, semi-structured interviews at the English Language Department of Foreign Languages. The data collection process consisted of five interview sessions, each of which lasted for 90 minutes. Thematic analysis (TA) was utilized to examine the interview data. The results of the current investigation indicate that non-native English-speaking teachers (NNESTs) have the potential to offer more effective feedback compared to their native English-speaking counterparts (NESTs). Furthermore, non-Native English-Speaking Teachers (NNESTs) possess superior abilities in instructing writing and grammar compared to Native English-Speaking Teachers (NESTs), and they exhibit a proficient understanding of pedagogical techniques. Conversely, non-native English-speaking teachers (NESTs) exhibited exceptional linguistic aptitude and demonstrated fluency in their use of language. Additionally, non-native English-speaking teachers (NESTs) served as a significant source of inspiration for English language learners, and they exhibited greater efficacy in instructing oral communication and auditory comprehension abilities than non-native English-speaking teachers (NNESTs). The study's implications were presented in the paper's conclusion.

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Perception of Saudi Students About Non-Native English Teachers and Native English Teachers in Teaching English at Jazan University

Cited by 5 publications

References 0 publications

The Validity of Hiring Native and Non-Native English-Speaking Instructors: Professional Observers', Learners', and Programme Administrators' Perceptions

The Validity of Hiring Native and Non-Native English-Speaking Instructors: Professional Observers', Learners', and Programme Administrators' Perceptions

Impact of Socio-Economic Changes on Economically Weak Children in English Language Teaching

Decoding the Myths of the Native and Non-Native English Teachers on the Language Acquisition of Turkish Post-Secondary Students

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