Chapter 9. Students’ perceptions and expectations of native and non-native speaking teachers

Guerra, Luís; Agudo, Juan de Dios Martínez

doi:10.1515/9781501504143-010

Cited by 8 publications

(9 citation statements)

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“…Accordingly, these findings are consistent with Samimy and Brutt-Griffler's (1999) study conducted with TESOL graduate and experienced students. The results regarding the motivation of Bayburt Eğitim Fakültesi Dergisi, Yıl: 2021 Cilt: 16 Sayı: 32 the students are also parallel to the findings of the study carried out by Guerra (2017) and Kato (2011) in that non-NESTs stand out in understanding and motivating learners.…”

Section: Discussionsupporting

confidence: 66%

Non-NESTs and NESTs from the Perspectives of Students and Instructors in Turkish Context

SEZGİN

Önal

2021

Bayburt Eğitim Fakültesi Dergisi

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This study aims to find out the perceptions of both university preparatory class students and non-native English speaking instructors towards non-NESTs and NESTs. It has been carried out with 66 students studying in English preparatory classes at Süleyman Demirel University and 63 non-native English speaking instructors employed in eight different universities in Turkey. A five point Likert-type questionnaire has been employed as the data collection instrument. The questionnaire items selected from Çakır and Demir (2013), Köksal (2006) and Moussu (2006) have been adapted to the context of the study. Descriptive statistics, Kruskal-Wallis and Post Hoc tests have been employed in the analysis of the data. Findings have revealed NESTs are better at teaching pronunciation and speaking; however, grammar is taught better by non-NESTs. Furthermore, students give importance to use mother tongue as learning English becomes easier for them when non-NESTs make comparisons between English and Turkish in teaching.

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Section: Discussionsupporting

confidence: 66%

Non-NESTs and NESTs from the Perspectives of Students and Instructors in Turkish Context

SEZGİN

Önal

2021

Bayburt Eğitim Fakültesi Dergisi

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“…The findings obtained from the open-ended questionnaire indicated that they preferred NESTs to improve their pronunciation skills and to practice English, and they valued NNESTs more considering the chance to receive explanations in Portuguese, and the ability of NNESTs in understanding the hurdles they experienced in English language learning. A similar study was conducted by Guerra (2017) with 32 Portuguese college-level students, the findings of which showed that NESTs were preferred over NNESTs as their language proficiency was higher; however, NNESTs were viewed to be advantageous over NESTs, taking into consideration NNESTs' heightened awareness of students' needs and commitment to teaching. Lewis, Sonsaat, Link and Barriusso (2016) explored the impact of teacher's first language on ratings of accentedness and comprehensibility, and the findings show that the ratings of native listeners regarding comprehensibility were similar for both NESTs and NNESTs even though most of the participants went for NESTs.…”

Section: Existing Research On the Advantages And Disadvantages Of Nests And Nnestsmentioning

confidence: 83%

“…The literature encapsulates studies (Llurda & Huguet, 200;Guerra, 2017;Reves & Medgyes, 1994;Samimy & Brutt-Giffler, 1999) the findings of which reveal the acknowledgement of the differences between NESTs and NNESTs either by students or NNESTs themselves. The findings in those papers bring the distinctions in language proficiency, particularly proficiency in speaking skill, between NESTs and NNESTs into the forefront.…”

Section: Discussionmentioning

confidence: 99%

Does being taught by native English-speaking teachers promote improvement in speaking skill more?

Koşar¹

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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It has been conceived that being taught by native English-speaking teachers (NESTs) leads to more improvement in speaking proficiency given the fact that English is their mother tongue. This paper aims to examine whether or not being taught by NESTs ends up with more achievement in adult EFL learners' speaking skills. Experimental research design was used with an eye to scrutinizing if there was a statistically significant difference between the speaking scores of the participants in the experimental group and the ones got by the participants in the control group. The experimental group had proportionately more lessons conducted by NESTs as opposed to the control group taught predominantly by non-native English-speaking teachers (NNESTs). In eight weeks, marking the duration of the study, the participants submitted three speaking portfolios, took one speaking quiz and one end-ofcourse test (ECT). Participants' scores on the quiz, the ECT and the speaking portfolios were analyzed via conducting independent samples t-test. The findings obtained from the analyses show that no statistically significant difference exists between the speaking scores of the experimental and control group on the ECT, scores on the speaking quiz, the first and second speaking portfolios while a statistically significant difference is observed between the participants' scores on the third speaking portfolio. The results might arouse suspicion of the popular conception of learning to speak English better as a consequence of being taught by NESTs.

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“…While this treatment of NESTs may be an extension of the broader literature on perceptions (and therefore sound "intuitive" for some), it does not do any justice to understanding the tensions, complexities, and contradictions embedded in the literature. First and foremost, while some studies reported a clear preference for NESTs over NNESTs (e.g., Alseweed, 2012;Karakaş et al, 2016;Rao, 2010;Tsou & Chen, 2019), others reported no significant differences (e.g., Aslan & Thompson, 2017;Chun, 2014;Guerra, 2017;Han et al, 2016;Inbar-Lourie & Donitsa-Schmidt, 2020;Lipovsky & Mahboob, 2010;Wang & Fang, 2020), even an inability to differentiate between Role models for pronunciation and language use (Sung, 2011;Walkinshaw & Oanh, 2014) Role models for learning English (Colmenero & Lasagabaster, 2020) Thorough understanding and better explanation of cultural issues (Huang, 2019) Share and use learners' L1 and culture and the cultures that they are most likely to engage with (Braine, 2010) More comfortable with communicative and idiomatic materials focusing on culture (Lasagabaster & Sierra, 2005) Better at explaining grammar and difficult points (Walkinshaw & Oanh, 2014) Not relying heavily on the coursebook (Benke & Medgyes, 2005) and more lenient attitudes towards grading and error correction (Barratt & Kontra, 2000) Using their past learning experiences to understand students' learning needs, difficulties, abilities, and habits and provide appropriate learning-teaching strategies (Ma, 2012a;Tatar & Yıldız, 2010) Authentic language input in class (Chun, 2014) and encouraging interactive speaking environments for the students (Sung, 2014) Good communication and close rapport with students (Ma, 2012b) Good command of procedural knowledge (Lasagabaster & Sierra, 2005) Good command of declarative knowledge and metacognitive language awareness (Árva & Medgyes, 2000) Famil...…”

Section: Preference Toward Nests and Nnests And Its Professional Cons...mentioning

confidence: 99%

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

Selvi,

Yazan,

Mahboob

2023

Lang. Teach.

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Recently, we have been witnessing the emergence of scholarly interest and professional advocacy efforts centering on systemic, intersectional, fluid, and contextualized inequalities and dynamic hierarchies constructed by essentialized and idealized (non)native speakerhood (speakerism/speakering) and its personal and professional implications for English language teaching (ELT) profession(als). This critical literature review aims to portray, examine, and guide the existing scholarship focusing on a myriad of issues related to ELT professionals traditionally conceptualized as “native” and “non-native” English-speaking teachers. We come to a working conclusion that (non)native speaker/teacherhood is an epistemologically hegemonic, historically colonial, contextually enacted (perceived and/or ascribed), and dynamically experienced socio-professional phenomenon intersecting with other categories of identity (e.g., race, ethnicity, country of origin, gender, religion, sexuality/sexual orientation, social class, schooling, passport/visa status, and physical appearance, among others) in making a priori connections and assertions about individuals as language users and teachers and thereby forming discourses and practices of (in)equity, privilege, marginalization, and discrimination in ELT.

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Chapter 9. Students’ perceptions and expectations of native and non-native speaking teachers

Cited by 8 publications

References 0 publications

Non-NESTs and NESTs from the Perspectives of Students and Instructors in Turkish Context

Non-NESTs and NESTs from the Perspectives of Students and Instructors in Turkish Context

Does being taught by native English-speaking teachers promote improvement in speaking skill more?

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions

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