Reexamining the NS and NNS Dichotomy in Taiwanese Higher EFL Education

Kung, Fan Wei

doi:10.1007/s40299-013-0155-0

Cited by 9 publications

(3 citation statements)

References 31 publications

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“…For them, native speakers seem to understand their accented English due to the prevalence of the Chinese population globally that somehow makes it acceptable and legitimate for effective ELF communication. This is in accordance with what Kang (2015), Kung (2015) and Sung (2013) have clearly illustrated that while a native-like accent is still valued for language learners, the reality of EIL has made them rethink the practicality of pursuing a native-like accent that does not appear to be likely for L2 learners in an EFL context with limited L2 input. Furthermore, effective ELF communication does not predicate on a native-like accent based on the framework of EIL (Seidlhofer, 2011).…”

Section: Discussionsupporting

confidence: 86%

Exploring EFL Learners’ Accent Preferences for Effective ELF Communication

Kung

Wang

2018

RELC Journal

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This study explores Chinese English as a foreign language (EFL) learners’ attitudes towards accent for effective English as a lingua franca (ELF) communication. Notwithstanding the research conducted on EFL learners’ perceptions of different variations of the English language for their language learning, little attempts have been made to investigate their perspectives in detail within the context of China. This inquiry thus intends to bridge this gap by exploring EFL learners’ accent preferences for ELF communication. Data were collected qualitatively from 34 students at an international university in China to examine their experiences of EFL learning and ELF communication. Data were classified and categorized based on learners’ accent preferences and then coded for analysis from their learning discourses, cultural media, material conditions and social agents. The results point to various sociocultural and sociohistorical variables that have reified their language choices and ideology to further underpin their native speaker (NS) and non-native speaker (NNS) dichotomy.

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Section: Discussionsupporting

confidence: 86%

Exploring EFL Learners’ Accent Preferences for Effective ELF Communication

Kung

Wang

2018

RELC Journal

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“…The sharp increase in the number of NES teachers initiates the innovations in EFL teaching and brings the comparison between the expatriate NES teachers’ and their local NNES peers’ teaching behaviors to the fore ( Clark-Gareca and Gui, 2019 ; Zhang and Zhang, 2020 ). The available studies have shown that although NES and NNES teachers adopt different pedagogical practices in their instruction, the two groups of teachers complement each other as well as contribute their own advantages to language teaching ( Shi, 2001 ; Zhang and Elder, 2011 ; Kung, 2015 ; Su, 2019 ; Zhang and Zhang, 2020 ). Unfortunately, while a growing number of NES teachers are recruited to teach EFL writing in China and other similar EFL countries due to their higher English proficiency and better understanding of English writing conventions and genres ( Rao and Yuan, 2016 ; Zhang, 2016 ; Rao and Li, 2017 ), few studies have examined the similarities and differences between NES and NNES EFL writing teachers’ written feedback practices.…”

Section: Introductionmentioning

confidence: 99%

Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision

Cheng

Zhang

2021

Front. Psychol.

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While previous studies have examined front-line teachers’ written feedback practices in second language (L2) writing classrooms, such studies tend to not take teachers’ language and sociocultural backgrounds into consideration, which may mediate their performance in written feedback provision. Therefore, much remains to be known about how L2 writing teachers with different first languages (L1) enact written feedback. To fill this gap, we designed an exploratory study to examine native English-speaking (NES) and non-native English-speaking (NNES) (i.e., Chinese L1) teachers’ written feedback practices in the Chinese tertiary context. Our study collected 80 English as a foreign language (EFL) students’ writing samples with teacher written feedback and analyzed them from three aspects: Feedback scope, feedback focus, and feedback strategy. The findings of our study revealed that the two groups of teachers shared similar practices regarding feedback scope and feedback strategies. Both NES and NNES EFL teachers used a comprehensive approach to feedback provision, although NNES teachers provided significantly more feedback points than their NES peers and they delivered their feedback directly and indirectly. However, their practices differed greatly with regard to feedback focus. Specifically, when responding to EFL students’ writing, NES teachers showed more concern with global issues (i.e., content and organization), whereas NNES teachers paid more attention to linguistic errors. With a surge in the recruitment of expatriate NES and local NNES English teachers in China and other EFL countries, our study is expected to make a contribution to a better understanding of the two groups of EFL teachers’ pedagogical practices in written feedback provision and generate important implications for their feedback provision.

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“…The issues surrounding the divide between native and non-native English-speaking teachers have signi cant implications for foreign language education and social justice (Kung, 2015). The present study's focus on narrativizing the experiences of a transnational English teacher offers insights into the complex intersectional dynamics at play within the Korean ELT context and addresses an important disciplinary gap.…”

Section: Introductionmentioning

confidence: 96%

Intersectionality in Transnational English Teaching: Exploring the Dynamics of Privilege and Disadvantage in Korean ELT

Kudaibergenov

2023

Asia-Pacific Edu Res

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This article explores the niche occupied by transnational English teachers within the context of Korean ELT. Employing intersectionality theory as an analytic framework, the study examines the experiences of Leo (pseudonym), a German national who taught English in Korea circumventing legal restrictions against non-native English-speaking teachers. Through an analysis of Leo's narrative, this research elucidates the complex dynamics of privilege and disadvantage prevalent in the Korean ELT industry. The ndings underscore the signi cance of nationality, race, and marital status in securing a teaching position, revealing a persistent preference for Caucasian teachers and the perpetuation of White supremacy in ELT. Leo's experiences shed light on broader issues of power imbalances, exploitation, and identity tensions that transnational teachers encounter. These ndings contribute to a nuanced understanding of the niche occupied by transnational English teachers and provide insights for the development of inclusive and equitable policies and practices in foreign language education.

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Reexamining the NS and NNS Dichotomy in Taiwanese Higher EFL Education

Cited by 9 publications

References 31 publications

Exploring EFL Learners’ Accent Preferences for Effective ELF Communication

Exploring EFL Learners’ Accent Preferences for Effective ELF Communication

Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision

Intersectionality in Transnational English Teaching: Exploring the Dynamics of Privilege and Disadvantage in Korean ELT

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