Language learning opportunities in native vs. non-native EMI lecturer input: insights for a language-aware approach to EMI teacher training

Vraciu, Alexandra; Curell, Hortènsia

doi:10.1080/17501229.2022.2059666

Cited by 2 publications

(3 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As some employers justify what they do as a response to students' preferences, students' views and attitudes towards NESTs and NNESTs should be examined further, although helping them to dispel this presupposition is not easy (Vraciu & Curell, 2022;Tiranant et al, 2022;Abdul Qadeer, 2019). Students hold positive and negative preferences towards English teachers for different reasons.…”

Section: Resultsmentioning

confidence: 99%

“…However, NSs utilised more interactive practices with diverse teaching methods, but they lacked the knowledge of the home culture of the students, and NNSs were more aware of intra-cultural competence and attended easily to the students' learning obstacles. Similarly, the strategies used by NSs and NNSs to deliver their classes were explored by Vraciu and Curell (2022), who focused on the comprehensible input and students' interaction inside classrooms. They found that NSs implemented more strategies to maintain the comprehensible input, unlike NNSs, who were keener in fostering the students' interactions.…”

Section: B Studies On Ness and Nestsmentioning

confidence: 99%

See 1 more Smart Citation

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

Roomy

2022

tpls

View full text Add to dashboard Cite

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.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: B Studies On Ness and Nestsmentioning

confidence: 99%

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

Roomy

2022

tpls

View full text Add to dashboard Cite

show abstract

“…Finally, raters discovered that participants were more comprehensible in virtual reality and when they self-reported having less anxiousness. Vraciu and Curell (2022) study compared the presence of discourse features and strategies that support students' input comprehension and output in a series of English-medium instruction classes taught by English L1 and English L2 lecturers. The findings demonstrated that both instructors used a range of techniques to encourage comprehensible input and student involvement.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching practices for English as foreign language at the tertiary level: A comprehensibility perspective

2023

View full text Add to dashboard Cite

Comprehension is one of the most crucial factors contributing to acquiring a new language; therefore, teachers must facilitate language comprehensibility using the best teaching practices to help learners understand the target language. This study aimed to identify tertiary EFL teachers’ practices for teaching language comprehensibility to assist in highlighting the comprehensibility practices tertiary EFL teachers employ to ensure that students understand, interact with, and use the English language. To identify the extent that the teachers employ language comprehensibility practices in an EFL context, the descriptive-correlational approach was employed. A closed-item questionnaire was administered to a sample of 65 teachers in Najran University, Saudi Arabia in the academic year 2021–2022. The Statistical Package for Social Sciences (SPSS v. 23) was used to analyze the data. The results showed that tertiary EFL teachers taught language comprehensibility very skillfully. Also, no significant difference in teaching language comprehensibility was found concerning the gender variable. There were, however, differences in the means of the sample’s responses towards methods of teaching language comprehensibility according to years of experience, particularly for those with the most years of experience. Considering the results, the study suggested paying more attention to integrating language comprehensibility practices in EFL contexts.

show abstract

Language learning opportunities in native vs. non-native EMI lecturer input: insights for a language-aware approach to EMI teacher training

Cited by 2 publications

References 25 publications

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

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

Teaching practices for English as foreign language at the tertiary level: A comprehensibility perspective

Contact Info

Product

Resources

About