Native versus Non-native English Teachers’ Influence on English Language Learning Motivation and Anxiety

Abstract

This article mainly focuses on comparing motivation and anxiety levels in native versus non-native English teacher classes based on survey results from Chinese university students majoring in English. Using a 5-point Likert Scale, the participants responded to 48 close-ended survey items regarding English language learning motivation and anxiety. The overall results indicated that they tended to have high motivation level and low anxiety level in their English classrooms, but several survey items suggested that they were significantly more motivated and less anxious in native teacher classes than non-native teacher classes, which led to higher achievement levels in native teacher classes. Although the result seems to suggest that students prefer native English teachers, this does not imply that non-native teachers are not as qualified as their counterparts, as some survey items indicate that both teachers are equally prepared for classes and accessible for assistance. Based on the survey results, this paper makes some suggestions on how English teachers can better help their students’ English learning.