Abstract
ABSTRACT This study uses the instructional beliefs model to analyse Chinese students’ perceptions of classes taught by Native English-Speaking Teachers (NESTs). Forty-five Chinese students from 12 universities in southwestern China participated in the semi-structured interviews. The findings indicate pedagogical practices were perceived positively for practical language application but criticized for culturally incompatible pedagogical practices. Instructional outcomes exhibited positive affective and behavioural changes but posed challenges in cognitive learning. The study underscores the need for tailored teaching approaches and an understanding of students’ expectations to enhance the overall effectiveness of NEST-led instruction in Chinese classrooms.
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