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

Alseweed, Mohammad A.

doi:10.5539/elt.v5n12p42

Cited by 50 publications

(97 citation statements)

References 15 publications

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“…First, it can draw a clear picture for the students, educators, and administrators about the ideal language instructor, regardless of nativeness. Second, it might help change the idea in Saudi Arabia "that foreign language should be taught by a native speaker of the language" (Alseweed, 2012) and give more job opportunities to teachers based on qualifications. Finally, it will help the administrators and decision makers in assigning the best tasks for NESTs and NNESTs, placing them where they can achieve higher goals.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…In fact, few studies have been conducted in Arabian contexts (Al-Nawrasy, 2013). Since learning English language has become essential for university students as part of their higher education requirements, their preferences towards NESTs became stronger to fit their ideal way to acquire the English language through learning how to use it in communication (Alseweed & Daif-Allah, 2012). …”

Section: Significance Of the Studymentioning

confidence: 99%

“…Studies have shown the majority of English language teachers are non-native speakers (Arvizu, 2014;Alseweed, 2012). Moreover, according to Medgyes (1999), the number of non-native English speakers is more than native speakers studying in EFL TESOL programs (cited in Moussu & Llurda, 2008) (Alseweed, 2012;Ma & Ping, 2012;Walkinshaw & Oanh, 2014). In addition, according to Beckett and Stiefvater (2009), students enjoy learning from NNESTs in courses like presentation skills, mathematics, engineering, and business, especially from NNESTs who share their cultural background.…”

Section: Introductionmentioning

confidence: 99%

“…It is commonly known that NESTs are considered the ideal language teacher (Moussu, 2010). This belief shaped the idea of hiring NESTs in schools, language centers, and even universities regardless of their teaching qualifications and experience (Alseweed, 2012). In fact, most of EFL instructors' job advertisements prefer NEST over NNEST (Selvi, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…As a result, the numbers of English language learners have rapidly increased the demands for qualified ESL teachers (Elyas & Picard, 2013) . Studies have shown the majority of English language teachers are non-native speakers (Arvizu, 2014;Alseweed, 2012). Moreover, according to Medgyes (1999), the number of non-native English speakers is more than native speakers studying in EFL TESOL programs (cited in Moussu & Llurda, 2008) (Alseweed, 2012;Ma & Ping, 2012;Walkinshaw & Oanh, 2014).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

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

Alghofaili¹,

Elyas²

2017

ELT

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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.

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Section: Significance Of the Studymentioning

confidence: 99%

Section: Significance Of the Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Alghofaili¹,

Elyas²

2017

ELT

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Native and Nonnative Teachers of L2 Pronunciation: Effects on Learner Performance

et al. 2016

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Both native and nonnative language teachers often find pronunciation a difficult skill to teach because of inadequate training or uncertainty about the effectiveness of instruction. But nonnative language teachers may also see themselves as inadequate models for pronunciation, leading to increased uncertainty about whether they should teach pronunciation (Golombek & Jordan, 2005). Although studies have regularly shown that instruction is effective in promoting pronunciation improvement (Saito, 2012), it is not known if improvement depends on the native language of the instructor, nor if learners improve differently depending on whether their teacher is native or nonnative. This study investigated the effect of teachers' first language on ratings of change in accentedness and comprehensibility. Learners in intact English classes were taught one class by a nonnative-and one by a native-English-speaking teacher. Each teacher taught the same pronunciation lessons over the course of 7 weeks. Results show that native listeners' ratings of the students' comprehensibility were similar for both teachers, despite many learners' stated preference for native teachers. The results offer encouragement to nonnative teachers in teaching pronunciation, suggesting that, like other language skills, instruction on pronunciation skills is more dependent on knowledgeable teaching practices than on native pronunciation of the teacher.

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Correlates of monotonic response patterns in online ratings of a university course

Park

Cheong

2017

High Educ

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

Cited by 50 publications

References 15 publications

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

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

Native and Nonnative Teachers of L2 Pronunciation: Effects on Learner Performance

Correlates of monotonic response patterns in online ratings of a university course

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