An Examination of Students’ English Achievements Taught by Native Versus Non-Native English Teachers

Abstract

In recent decades, the issue of being a native English-speaking teacher (NEST) or a non-native English-speaking teacher (NNEST) has become an increasingly important area of study in non-native English-speaking countries. However, in some academic institutions, not all non-native speakers (NNSs) and NNS teachers are treated the same way because of the perception that one group is better than the other, which could negatively affect the teaching process as a whole. For this reason, this study endeavours to investigate Saudi students’ achievements in four English courses. By adopting a quantitative design for collecting and analysing data, students’ scores in English courses taught by both NESTs and NNESTs were compared and statistically analysed. The findings revealed that students performed equally in the exams regardless of their English teachers’ nationalities and mother tongues. Such findings suggest that both NESTs and NNESTs had their own contributions to the profession if they were given equal support and working conditions. Finally, the study concluded with some suggestions and recommendations for further research.