Native English Teachers Research Articles

English Education in Japan and Its Transformation in the Era of COVID-19

English has a unique perception in Japan. While it is considered as one of the important tools to gain knowledge and success, Japanese society also has its own sentiment and seen it as a language of the elites. This perception heavily influenced the curriculum, teaching methods, and students’ motivation in mastering the language. English proficiency in Japan itself, however, is still considered very low. Many argued that the curriculum and the outdated teaching style are the ones to blame. Japanese government have been trying several initiatives to improve its English education quality. In the past few years, non- formal English educations institution and native English teachers has also been increasing in demand, mainly thanks to Tokyo Olympic 2020. The spread of COVID-19, however, brought a lot of new challenges and left the future of English education in jeopardy. This paper is intended to give an overview of how English is perceived by Japanese society, how it is learnt in each educational level, and later how COVID-19 affected the system.

Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China

Although previous studies in the education field have investigated how teachers’ beliefs and practices converge or diverge, native English teachers’ (NETs) beliefs and practices remain underrepresented and underexplored, particularly with respect to university-level English speaking instruction in the Chinese context. This qualitative study used interviews and classroom observations over one semester to examine the pedagogical beliefs and actual classroom practices of three NETs instructing a course in oral communication with English as a foreign language (EFL). Based on the data analysis, this multiple case study found that the three native EFL teachers’ practices converged with their beliefs related to language, teaching, and teachers’ roles. However, divergences existed in terms of teaching and student learning. Teachers’ personal, learner-related, and contextual factors modified teachers’ practices and affected their decisions in putting their beliefs into practice. The results imply that it is essential for NETs to engage in critical reflection and enhance their professional agency, which helps them make appropriate classroom decisions to achieve resonance between their beliefs and practices. University administrators in the Chinese context may consider creating a more conducive environment for teacher training, increasing NETs’ sense of belonging, and further facilitating teachers’ professional development.

The Effective a Native Teacher of English Language in Saudi Arabia EFL Classroom

This research study attempts to find out the best practices that can make a Native English teacher an efficient and effective teacher in Saudi Arabia and the cultural difference that can effect students’ learning process. English teaching by native English teachers is preferred due to their high fluency and proficiency on the language, however they bring their own set of cultural norms and perspectives in the classroom that they value the most. Cultural milieus must be given much attention, when a foreign language is taught, as children are still in the early stages of internalizing their own culture and values. A mixed approach was utilized for the study. A questionnaire on a 5-point scale was distributed to students to understand their perceptions on the effectiveness of native English teachers in the classroom. A semi-structured interview with open ended questions was also conducted with native English teachers to understand how they perform in classroom. Three themes were generally focused on teacher effectiveness, cultural difference, and preferred language in classroom. Overall, the students were satisfied with the teaching capabilities of NESTs having neutral opinions about cultural difference. Cultural barrier was considered as a hurdle by the teachers but at the same time teacher’s nativity was reflected as significant in learning. Where students’ preferred bilingual methods in the classroom, teachers considered the use of mother tongue an impedance in English learning and therefore should be avoided.

Decoding the Myths of the Native and Non-Native English Teachers on the Language Acquisition of Turkish Post-Secondary Students

Decoding the Myths of the Native and Non-Native English Teachers on the Language Acquisition of Turkish Post-Secondary Students

Teachers of English and their Perceptions towards ESL Errors

This study entitled 'Teachers of English and their Perceptions towards ESL Errors' aimed at evaluating and determining gravity of grammatical errors in terms of acceptability and intelligibility judgments. Quantitative research methodology was utilized in this study. The data was gathered with the aid of a questionnaire prepared on the basis of the result of error analysis conducted earlier. The questionnaires were mailed to English teachers of different private and public schools, colleges and universities of Nepal and worldwide. Two hundred twenty (220) useable surveys were collected altogether for the study: 100 surveys from Nepali English teachers, 100 surveys from native English speaking teachers, 20 each from Britain, Australia, New Zealand, Canada and America, and likewise, 20 surveys from non-Nepali English teachers. Received responses were analyzed and explained descriptively. The findings of the study showed that the native English teachers evaluated the errors far more leniently than Nepali and non- Nepali English teachers. There is no any significant difference in evaluation of errors found in between Nepali and non-Nepali English teachers, but compared to native English teachers, they were found statistically and significantly different in their judgments of errors in acceptability and intelligibility both. On the other hand, while comparing judgments of learners' errors in between the native English teachers; it was revealed that there were not any significant differences found there. It is recommended that the native English speaking teachers’ perception of errors be rightly explored and accordingly evaluation scales be developed and the teachers be made aware of such universal rating scales of grammatical errors while evaluating learners' errors.

Agriculture Student’s Perceptions Toward Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs)

<p class="abstrak">This study aims to reveal students' perceptions of Native English-Speaking Teachers (NEST) and Non-Native English-Speaking Teachers (NNEST). The study involved students from the Agriculture Faculty of the Riau State Islamic University. This is a quantitative research that employs a survey design. The examination of the data reveals that students had a good assessment of teachers who were either native or non-native speakers. On the other hand, students encountered difficulties when learning with native and non-native professors. Students believe that NEST and NNEST will be more effective if native speakers also study and understand their original language and culture. Instructors who are not natural English speakers should pursue additional education in countries where English is the primary language to hone their abilities. The ideal non-native teachers are those who have reached a level of English proficiency comparable to that of a native speaker. Assuming the talents of the non-native English instructor are optimal, the majority of students believe that as long as instructors display a high level of competence and professionalism, there should be no discrimination between native speakers and non-native English teachers. However, when properly prepared and competent, both native and non-native English teachers can increase the enthusiasm for the student's English skill development. Both have their advantages and disadvantages, and they should collaborate to aid students in becoming successful English learners.</p>

중학교 영어 원어민 교수자에게 요구되는 자질에 관한 현상학적 연구

This study was aimed at finding pedagogical answers to the question of ‘what are the qualities of native English speakers at a Korean middle school’. In this study, research results were derived using phenomenological methods from seven native English teachers at a middle school. The results of the study are as follows; 1) native English teachers should teach English effectively, 2) native English teachers should be able to adapt to their positions in Korea, 3) native teachers are ‘new information providers’ and ‘introducers of new cultures’. Korean society has focused on the external conditions and specifications of native speakers. However, it is now necessary to clearly define the qualities that native teachers should have and use them for recruitment and education of native teachers. Also, native teachers who want to work in Korea need to be trained according to the cultural and educational situation in Korea. Through this study,it is critical to consider measures to improve the legal status of native English teachers.

Native English teachers’ construction and negotiation of professional identities in the context of Korea: An analysis of multilayered nature of identities

Despite numerous studies on teachers' professional identity construction, few have discussed the tensions and challenges that native English teachers (NETs) experience in constructing, negotiating, and managing their professional identity in and out of school contexts. By documenting the narratives of six novice NETs teaching abroad in Korea for two years, this case study aimed to identify various challenges and conflicts they confronted and expand the understanding of the complexity of teacher identity. This study examined the NETs’ process of professional identity formation and discussed ways to provide systematic support for their professional development.

Becoming IELTS Examiners: Demystifying Native-Speakerism in the Area of English Language Testing

The field of English language teaching (ELT) has long been a fertile soil for native-speakerism where the native English teachers (NESTs) enjoy the privilege to be crowned as the ideal teachers of the language. Such belief is ingrained in all aspects of ELT including English language testing such as in International English language Testing System (IELTS), where the presence of non-native English examiners is extremely rare. Departing from this phenomenon, this study, conducted as a narrative case study, embarked to counter such claim by looking into the professional credentials and experiences of three non-native English teachers (NNESTs) who, against all odds, become official IELTS examiners in Indonesia. The data of the study were gathered through interviews and analyzed using thematic analysis. The findings show that the participants develop native-like level of fluency as the result of their investment in developing English skills through engaging in English mediated communication, interactions and learning in private English language institutions (PELIs). Moreover, their success is also attributed to their international teaching certificates which opened doors for them to compete with NESTs. Thus, this study seeks to inspire NNESTs to continuously develop their teaching credentials and to boost their confidence as legitimate teachers of English.

Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers

The past decades have witnessed an increasing number of studies documenting native English teachers’ (NETs’) challenges in professional development and collaboration with nonnative English teachers’ (NNETs’) across multiple educational contexts. There are also debates in TESOL regarding the essentialized dichotomy of NETs and NNETs with insufficient recognition of the educational and cultural experiences of teachers of English as a foreign language (EFL) / English as a second language (ESL). Little research has been conducted on the lived experiences of transnational multilingual NETs who work in heritage contexts; and how they position themselves when they conduct their teacher identity work and negotiate between heritage identity and NET identity. This study, drawing on the notion of ethical self-formation and its application in teacher identity research as a theoretical lens, addresses the gap by investigating the identity construction of two transnational NETs of Chinese ethnicity returning to their home context in Hong Kong to teach. The findings indicate that (1) the participants negotiated their multilingual identity and the monolingual NET identity ascribed in the workplace, (2) they developed counter-strategies to turn the knowledge of the local language and culture into resources in teaching, and (3) they agentively expanded the definition of NET and situated them in the full institutional and social context to consider their identity conflict and self-empowerment. The findings have implications for education policy to accommodate and value the plural-competences of NETs and NNETs.

EFL Teachers’ Perceptions and Beliefs About a Professional Development Programme at an English Language Institute at a Saudi Arabian University

This research study, based on qualitative research design, reports on the findings from native and non-native university English language teachers’ perceptions and beliefs with regards to a professional development programme they attended in their teaching context where they work at an English language institute (ELI) that is part of a Saudi university. The sample consisted of five male English as a Foreign Language (EFL) teachers who were involved in teaching intensive EFL courses at a Preparatory Year Programme (PYP). In this study, semi-structured interviews were utilized as the data collection method. Analysis of the data revealed that all teachers had a wide understanding of some essential issues related to professional development. Most of these teachers supported adopting the obligation policy of teacher involvement in the professional development programme. On the other hand, several participants voiced few concerns towards the available activities that are marked by being irresponsive to their needs, inadequate for the teaching context and unhelpful for them to reflect on their teaching practice. Also, the data highlighted the absence of the teachers’ role in the implemented professional development programme. The findings, however, indicated that the participants found the group discussion useful and enriching to their learning experiences. Furthermore, the data findings pinpointed that the teachers provided some useful suggestions for future improvement in the study context. Their suggestions tackled the trainer’s competence, needs analysis and the involvement of teachers in setting the agenda of their professional development programs.

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

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.

Letter from the Editor

Letter from the Editor

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

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.

Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms

Abstract Although the potential of translanguaging within ESL/EFL classroom contexts to promote students’ linguistic learning has been well-documented, most studies have focused on ESL/EFL teachers (whose L1 is not English) and their students’ ideologies and experiences, with little attention paid to the experiences and perspectives of native English teachers (NETs) working in the Global South and postcolonial areas. This study examined 11 native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms. Data were gathered through in-depth semi-structured individual interviews and video recordings of classroom interactions. A recursive qualitative analysis elicited a taxonomy of NET teachers’ engagement with translanguaging, comprising resistant, ambivalent, and reductionistic approaches. The findings also demonstrate that ambivalent engagement with translanguaging turned out to be adopted the most among the NET participants. The findings call for examining two new translanguaging forms through NET teachers who have worked under a linguistically policed discourse, i.e., the underground and disguised translanguaging, and multimodal translanguaging without involving students’ L1. The findings indicate that multimodality can be used as a bridge to create a translanguaging space, and that creating a translanguaging space through multimodality appears to be more politically neutral for NET teachers.

코로나 19 상황의 온라인 교양영어 수업에 대한 한국인과 원어민 교원의 인식 및 적응 과정

Objectives The purpose of the study was to investigate Korean and native English teachers’ perceptions of online classes during the COVID-19 pandemic in terms of their technological pedagogical content knowledge (TPACK), techno-stress, teacher efficacy, and environmental support. The study also attempts to illustrate how the Korean and native English teachers have adapted to online classes during the COVID-19 pandemic and how their experience has affected their perceptions about online classes. Methods Data were collected through a survey questionnaire and interviews. A total of 37 (27 Korean, 10 native English) faculty members responded to the questionnaire and twelve of them participated in the interview. The responses in the survey were analyzed to compare the participants’ experience in online classes and their perceptions and interviews were coded to illustrate their adaptation process of teaching online classes. Results The results showed that there was no significant difference between the Korean and native English faculty groups in terms of their online class experience, and perception of TPACK, techno-stress, teacher efficacy, and environmental support. It was shown that the mean scores of TPACK and teacher efficacy were relatively high while their techno-stress was not high. The participants underwent the process of frustration, adaption, and reflection while coping with challenges of acquiring and utilizing technology-based instructional tools in their online classes. Though the participants were forced to adapt to online classes due to the COVID-19 pandemic, it helped them improve their technological skills and gain new understandings of their own classes and students. Conclusions The online class experience provided the participants an opportunity to improve their TPACK and to reflect on their teaching methods, students’ perspectives, and colleagues’ support. It can be suggested that teachers need to be encouraged and challenged to adapt to new teaching environments through which they can improve their teaching efficacy.

코로나 19 상황의 온라인 교양영어 수업에 대한 한국인과 원어민 교원의 인식 및 적응 과정

Objectives The purpose of the study was to investigate Korean and native English teachers’ perceptions of online classes during the COVID-19 pandemic in terms of their technological pedagogical content knowledge (TPACK), techno-stress, teacher efficacy, and environmental support. The study also attempts to illustrate how the Korean and native English teachers have adapted to online classes during the COVID-19 pandemic and how their experience has affected their perceptions about online classes. Methods Data were collected through a survey questionnaire and interviews. A total of 37 (27 Korean, 10 native English) faculty members responded to the questionnaire and twelve of them participated in the interview. The responses in the survey were analyzed to compare the participants’ experience in online classes and their perceptions and interviews were coded to illustrate their adaptation process of teaching online classes. Results The results showed that there was no significant difference between the Korean and native English faculty groups in terms of their online class experience, and perception of TPACK, techno-stress, teacher efficacy, and environmental support. It was shown that the mean scores of TPACK and teacher efficacy were relatively high while their techno-stress was not high. The participants underwent the process of frustration, adaption, and reflection while coping with challenges of acquiring and utilizing technology-based instructional tools in their online classes. Though the participants were forced to adapt to online classes due to the COVID-19 pandemic, it helped them improve their technological skills and gain new understandings of their own classes and students. Conclusions The online class experience provided the participants an opportunity to improve their TPACK and to reflect on their teaching methods, students’ perspectives, and colleagues’ support. It can be suggested that teachers need to be encouraged and challenged to adapt to new teaching environments through which they can improve their teaching efficacy.

Questioning the Dominance of Native-English Teachers in ELT Profession

It is often assumed that native-English teachers are the best teachers in the teaching of English. This results in the preference towards native-English teachers and the isolation of non-native English teachers when it comes to English teaching profession. This assumption should not be perpetuated. English teaching researches have shown that native-English teachers are not always the ideal teachers in the teaching of English. The findings of the researches state that non-native English teachers have more advantages compared to the native ones especially in the context of English as an international language where English can no longer be associated with only English-speaking countries. This paper discusses the issue of the preference towards native-English teachers and the isolation of non-native English teachers.

A Study on Native English Instructors’ Experience with Online Asynchronous and Synchronous Classes

The purpose of this study was to investigate the experiences of English instructors in terms of asynchronous classes and synchronous classes during the COVID-19 pandemic. To this end, an online survey was conducted regarding the methods of each type of class in terms of strengths and weaknesses, class activities, assignments, quizzes, midterm exams, and communication tools. A total of 19 native English-speaking college instructors participated in the survey. The results of this study showed that the instructors pointed out the low level of learner participation among the students for both types of class, and that they recognized the different strengths and weaknesses of each class type. The advantages of LMS-based classes were that students were able to learn in a self-directed manner and the instructors could easily manage their classes. The disadvantages were that it was impossible for the students and the instructors to interact in real-time, and that it was difficult to build rapport with the learners and to motivate them as well. Therefore, the LMS-based method needs to be mixed with face-to-face classes or online synchronous classes.<br/> The perceived advantages of Zoom-based classes according to the instructors were that interaction, English practice opportunities, and class material sharing was possible in real-time. The disadvantages were that it was difficult for instructors to generate participation among the learners, and to reduce their level of “Zoom fatigue.” To cope with these issues, instructors used several strategies in order to get their students to turn on their cameras and to engage more actively in the class. In the LMS classes, learning activities were used to give chances to the students for self-directed learning, while in the Zoom classes the students were encouraged to participate in real-time. Quizzes were used to check the progress of the learners in the LMS classes, whereas in the Zoom classes, the students were given real-time speaking opportunities to practice their English skills. There was no significant difference between the two types of classes in regards to homework nor the type of midterm tests that were given. However, the communication tool was used more frequently in the asynchronous classes. The results of this study have implications for instructors, and should be taken into consideration when they are designing their online classes in the future.

Efficacy of Unguided Conversation on Fluency and Speaking Confidence: A Case Study in South Korea

To date, there is limited research into the measurable benefits of unguided and unstructured conversation practice (typically a popular, in-demand service) for adult English language learners. This project looks to determine the differences in measured oral fluency as well as self-reported speaking confidence of South Korean university students before and after several months of conversational English practice with native English instructors. Participants were given weekly one-on-one “free talk” sessions with no grammatical instruction and very limited corrective feedback for a total of one hour. Sessions were recorded at early and late program intervals in order to calculate the average length of runs and speech rate. Moreover, students completed pre- and post-program surveys to estimate their overall confidence levels in L2 speaking. This project found limited change in fluency without direct corrective feedback. Furthermore, our measurements of students’ self-reported speaking confidence revealed inconsistent trends from the first to last sessions. This research seems to indicate that loosely structured, “coffee shop” style lessons should adopt a more structured curriculum in order to see more pronounced and measurable growth over time.