University Students' Perceptions of Native and Non-native Speaker Teachers of English

Lasagabaster, David; Sierra, Juan Manuel

doi:10.1080/09658410208667051

Cited by 100 publications

(87 citation statements)

References 7 publications

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“…Some students justified their responses stating that they would need NNESTs at lower levels of education as they need a teacher who shares the same language and cultural background, but when they go higher up to the university level a NEST would be more helpful. This is consistent with Torres (2004), Madrid (2004), and Lasagabaster and Sierra (2002) who found that adult ESL students' general preference for NESTs increases as they move to more advanced levels of study. The finding of the present study provides an answer to the second research question "Do university students show a significant difference in their perception of either NESTs or NNESTs?"…”

Section: Findings and Discussionsupporting

confidence: 79%

“…Therefore, this result provides the answer to the second research question "Do university students show a significant difference in their perception of either NESTs or NNESTs?, and it also disconfirm the first research hypothesis "There is no significant difference in the respondents' perceptions of either their NESTs or NNESTs". However, this result is not consistent with some studies such as Lasagabaster and Sierra (2002); Medgyes (1994); Park (2009);Todd and Pojanapunya (2009);Torres (2004) and Xiaoru (2008) who found that students have more preference for NESTs but there was no significant difference. Analysis of students' responses to the second part of the questionnaire came to emphasize the positive reflection of Saudi university students towards their NESTs.…”

Section: Findings and Discussioncontrasting

confidence: 55%

“…Therefore, a team of native and non-native EFL teachers would help achieve the ultimate goals of any English as a foreign language program since the two groups have an equal chance of success as English teachers. This view is emphasized by many researchers such as Lasagabaster and Sierra (2002); Luksha and Solovova (2006);Matsuda (1999); McDonald and McRae (2010) and Park (2009). The collaboration between NESTs and a NNESTs could maximize their particular strengths through mutual sharing and provide a positive environment for collaborative teacher development and students' benefit.…”

Section: A Look At the Futurementioning

confidence: 99%

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University Students’ Perceptions of the Influence of Native and Non-native Teachers

Alseweed¹

2012

ELT

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This paper reports the outcome of a study carried out in Qassim University with 169 Saudi male novice university students to obtain a deeper insight into their perceptions of their native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) in the English language classroom. Quantitative and qualitative data were collected in two stages by means of students' questionnaires and interviews. The results reveal statistical significant difference in the respondents' perceptions in favor of NESTs. Students showed more preference for NESTs as they go to higher levels. Students previous learning experiences may affect their general preference for NESTs since they were taught by both types of teachers. Subjects also exhibited an explicit preference for NESTs in relation to the teaching strategies adopted. However, the respondents showed moderately favorable attitudes towards NNESTs who provide a serious learning environment and a favorable response to learners' needs.

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Section: Findings and Discussionsupporting

confidence: 79%

Section: Findings and Discussioncontrasting

confidence: 55%

Section: A Look At the Futurementioning

confidence: 99%

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University Students’ Perceptions of the Influence of Native and Non-native Teachers

Alseweed¹

2012

ELT

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“…Regarding students' opinions on NSTs and NNSTs in L2 pronunciation teaching, certain factors were found to be of particular significance, such as the teacher's physical appearance of nativeness (Braine, 2005;Golombek & Jordan, 2005), their skills and confidence at pronunciation teaching (Ma, 2012;Mahboob, 2004;Reves & Medgyes, 1994), the students' previous experience with NNSTs (Braine, 2005), and most importantly, the teacher's accent (Butler, 2007;Ma, 2012;Moussu, 2006) as well as the students' L2 proficiency level (Madrid & Canado, 2004;Lasagabaster & Sierra, 2002).…”

Section: Native-speaking Teachers Versus Non-native-speaking Teachersmentioning

confidence: 99%

“…For instance, Lasagabaster & Sierra (2002) investigated students' opinions on the preferences of NSTs or NNSTs among 76 undergraduates of different majors. According to the results, those with experience of NSTs displayed stronger preferences of NSTs over NNSTs than those without such experience (mean score: 3.84 vs. 3.33).…”

Section: Native-speaking Teachers Versus Non-native-speaking Teachersmentioning

confidence: 99%

Native or Non-native-speaking Teaching for L2 Pronunciation Teaching?—An Investigation on Their Teaching Effect and Students’ Preferences

Li¹,

Zhang²

2016

ELT

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This study investigated L2 leaners' preferences between native-speaking teachers (NST) and non-native-speaking teachers (NNST) as their English pronunciation teacher, and examined the participants' accentedness and comprehensibility in L2-English pronunciation after being taught by a NST and a NNST. The participants were 30 undergraduates who were doing non-English majors at a university in China. They went through 4-month English pronunciation classes. In the first 2 months, they were taught by a NST. From the 3rd to the 4th month, they were taught by a NNST. Their accentedness and comprehensibility of spoken English were tested at the beginning of the programme (pre-test), at the end of the 2nd month (middle test), and at the end of the 4th month (post-test). Information on their evaluation of the NST and NNST as a pronunciation teacher was collected with questionnaires at the end of the experiment. According to the results, (1) compared with that in pre-test, the participants' accentedness and comprehensibility both improved slightly in middle test; (2) compared with that in middle test, the participants received significant improvement both in comprehensibility and accentedness; (3) the majority of the participants prefer a NST to a NNST to be their English pronunciation teacher.

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NNESTs

2018

The TESOL Encyclopedia of English Language Teaching

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The issues of non‐native English‐speaking teachers (NNESTs) have received scholarly attention in the field of TESOL for almost two decades with much debate and controversies. The major issues and challenges that NNESTs face in the field, as well as the history of research in the area of NNESTs in the TESOL field are discussed. The author calls for the concerted efforts by both NNESTs and NESTs to move forward without the divide as they, together, will complement each other and become better teachers when they constantly reflect on the strengths and weaknesses they bring to the classroom and work to constantly improve their practices to maximize learning outcomes.

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University Students' Perceptions of Native and Non-native Speaker Teachers of English

Cited by 100 publications

References 7 publications

University Students’ Perceptions of the Influence of Native and Non-native Teachers

University Students’ Perceptions of the Influence of Native and Non-native Teachers

Native or Non-native-speaking Teaching for L2 Pronunciation Teaching?—An Investigation on Their Teaching Effect and Students’ Preferences

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