Native vs Non-Native English Speaking Teachers : An Analysis of Business Schools in the Tertiary Education Sector

Abstract

The study examines how Business Schools at universities in Korea can motivate Korean, English as a foreign language (EFL) learners in business courses under the policy of English-medium instruction (EMI). This research focuses on the role of non-native English speaking teachers (NNESTs) and native English speaking teachers (NESTs) in an EFL environment. To conduct the experiment, EFL learners' motivation changes and qualitative interviews are collected; the NNEST class (n = 19), and NEST class (n = 18). The results of the motivation survey showed that at the beginning of the semester, the NNEST class learners displayed a lower level of confidence and intrinsic motivation than that of NEST class learners. However, by the end of the semester, while the intrinsic motivation levels remained the same, the NNEST class showed a higher level of confidence, interest, and extrinsic motivation than that of NEST class. Qualitative interviews were also done after the semester ended. The results of the interviews showed that motivation changes had no direct effect on classroom satisfaction in EFL contexts as learners understood the differences between NNESTs and NESTs, and their expectations in class of these two teachers were clearly different. Based on the findings, the paper also provides some policy advice to universities so as to help increase Korean EFL learners' motivation and class satisfaction under the English-medium instruction policy.

FUNCTIONS OF SPEAKING IN ENGLISH LANGUAGE & SPEAKING ANXIETY

“…The result also revealed that the participants found comfortable communicating in English for other reasons too such as to socialize, and when they have the confidence -communicating with people who will not challenge or criticize them and who understand their obstacles using perfect structure; for instance speaking to the non-native English language instructors (Jang & Wood, 2019). This brings us to see how familiar English language has become amongst the participants.…”

“…However, L2 learners or communicators will end up revert to their mother tongue or choose to keep silent if they are unable to express all their thoughts in English due to lack of motivation from the language instructors and lack of English language competency (Smith, 2018). Again, both intrinsic and extrinsic motivations are believed to be the factor one's could speak up confidently in which their anxiety level too is decreasing (Jang & Wood, 2019;Abrar, 2018).…”

Students� Perception of the English Intensive Program in Improving Non-English Majored Students� Speaking Performance

“…English fever in China is creating the world's largest population of English-language users (Xie et al, 2018). Many governments in Asia, including China, Korea, and Singapore, advocate for EMI policies in courses because of their benefits to both institutions and their students (Jang & Wood, 2019). Indonesia has for long valued and promoted its national language.…”

“…(Mustafa et al, 2019) The motivations and learning experiences of Japanese as a foreign language (JFL) learners in New Zealand, a country where foreign language study is neither mandated nor highly regarded and where the number of JFL learners at institutions has decreased. While NESTs offer various conversational English classes in Korea, NNESTs conduct most non-English language courses in business and engineering in English (Jang & Wood, 2019). Academic Speaking (ASP) is a course offered as part of International Christian University's (ICU) English Language Program (ELP) in Tokyo, Japan "to help students feel more comfortable in academic oral communication situations, especially in various functions for leading and participating in discussions" (Christianson, M., Hoskins, C., & Watanabe, 2009).…”

“…The Studies investigating students' perceptions of the English community remain limited. Most of the researchers researched how English community used for teaching in EFL and English Student's Department (Christianson, M., Hoskins, C., & Watanabe, 2009;Jang & Wood, 2019;Khan et al, 2018;Kuehn, 2019;Mustafa et al, 2019) However, many things can be explored more about how students of non-English department perception about the implementation of English intensive program to improve students' speaking performance. Through the English Intensive Program (EIP), the Language Center officially organizes non-SKS programs to becomes a facilitator for students improving students' speaking performance.…”