Native English Teachers Research Articles

비교과 비대면 실시간 영어 수업에 대한 전문대학생의 인식 연구

The purpose of this study is to examine college students’ perceptions and satisfaction of an online extracurricular synchronous program during the COVID-19 pandemic. 100 college students participated in this program taught by native English instructors by Zoom in small groups for 8 weeks and a survey was conducted after the program. The results of this study showed significant student satisfaction with the extracurricular course. The reasons are satisfaction with course contents, native English instructors, and efficiency of the small group. The reasons for dissatisfaction were the difficulty of communicating with native-speaking professors. The reasons for satisfaction with the online synchronous course are it could be taken anytime, anywhere, high concentration, ease of time management and safe from corona infection. The reasons for dissatisfaction were feelings of disconnection, poor learning concentration, errors in Zoom program and unstable network connection. Taking this program, there were positive responses that students felt their English skills highly improved. In the future, via this program they would like to take basic English conversation skills most and English skills related to their major or employment. If these research results are reflected in the design of online programs, it is expected to be an effective online program.

Perception of Saudi Students About Non-Native English Teachers and Native English Teachers in Teaching English at Jazan University

This study tries to investigate the perception of Saudi students at Jazan University about native English-speaking teachers (NEST) and non-native English-speaking teachers based on their teaching the language skills and grammar. The perception of 50 native English-speaking teachers and 50 non-native English teachers was collected from the students taught by these teachers. The findings show that native English-speaking teachers are outstanding at teaching reading, listening and speaking. In contrast, non-native English-speaking teachers are very good at teaching grammar, reading and writing skills. This study will help the Saudi government employ and hire teachers from other countries where the native language is English and countries where English is the second language. This study will also support the university authorities, educationists, and syllabus designers assigning teachers to teach different language skills based on native and non-native English-speaking teachers.

Can I Teach Abroad? Motivations and Decision-Making Processes of Teachers to the International Locations

Over the past few decades, South Korea has become a popular education and teaching destination for native English teachers, international school teachers, and university lecturers. However, as the COVID-19 pandemic has changed the requirements, offshore teachers need to complete the self-funded quarantine before they can join the workforce in South Korea. This study aims to understand the motivations, career decisions, and decision-making processes of a group of native English teachers who decided to come to South Korea to develop their English language teaching career, particularly those who came during the COVID-19 pandemic. The phenomenological approach with interview session, focus group activity, and member checking interview were employed. Based on the social cognitive career and motivation theory and qualitative data from 38 participants, three themes were categorized: special life pathways, easy employment, and attractive cultural environment. The results of this study may provide some recommendations to school leaders, employers, and policymakers for native English teachers who would like to provide teaching services in their countries. As the COVID-19 pandemic and traveling restrictions will eventually eliminate, the human resources management and school leaders should continue to reform and improve the management to meet the needs of the long-term human resources shortage.

“The Darker Your Skin Color is, the Harder it is in Korea”: Discursive Construction of Racial Identity in Teaching Internationally

AbstractGrowing interest in international teaching programs has produced a surge of research on international language teaching (Menard‐Warwick, 2008). However, there are relatively few studies on the international teaching experiences of native English‐speaking teachers of color regarding their racial identity. To fill this gap, this longitudinal multi‐case study explores how three non‐White novice native English‐speaking teachers understood their racial and teacher identities during their international teaching in Korea. With a specific focus on their racial identity, how they make sense of their teaching and living experiences is examined in diverse contexts of their social interactions. The participants’ reflective and evaluative narratives from interviews were analyzed. The findings show that although their racial identity has a negative impact on their linguistic and professional identity that is denied by Korean society, the teachers utilized their own strategies for constructing a sense of belonging to the local and professional community. This study calls for a holistic, situated understanding of racial identity construction of non‐White native English teachers by urging further discussion of racism in the global ELT profession. This discussion encompasses the varying, pressing needs of expatriate English teachers from diverse backgrounds.

Use of Apology Strategies in Emails by Chinese Learners of English: Evidence Based on Naturally Occurring Data.

Using a data set of 30 authentic institutional emails written by Chinese college students to their native English teacher, this article investigates the frequency and combinations of apology strategies used by English as a Foreign Language (EFL) learners in natural contexts. Drawing on the coding framework adapted from previous studies, this article carries out a fine-grained analysis of apology behaviors of Chinese EFL learners when they offended their teacher for various reasons. Results revealed that the most frequently used strategy was illustrative force indicating devices (IFIDs), and “IFIDs + taking on responsibility” ranked the most frequent combination. Among IFID sub-strategies, an expression of regret had the highest frequency. In addition, a new strategy—request for a chance to repair—was identified, which was used by Chinese learners to show their respectful and pious attitude when a more serious offense was made to their teacher. Findings from the study indicate that Chinese EFL learners tend to use culture-specific apology strategies in academic contexts. This study has pedagogical implications for EFL pragmatics instruction in Chinese contexts and also second language pragmatics instruction tailored for native Chinese learners in English-speaking countries.

Interaction in E-Learning Setting through Teaching English as Foreign Language by Native-English Teachers: E-Classroom Discourse

This survey investigated the interaction of e-learning settings through teaching English as a foreign language by native-English teachers. It examined the instructional virtual environment in teaching EFL at the University of Tabuk in Saudi Arabia during the COVID-19 crisis during the academic year 2019/2020. Sample consisted of 20 informants. Participants were selected randomly divided into two groups (experimental 10 and control 10). Experimental group used media tools such as blackboard, zoom, interactive board, the control group used the conventional method. Pre-and post-questionnaires were distributed to both groups after completing teaching units. Results showed that there are statistically significant differences at level (0, 05) for the means of achievement test for both groups in favor of the experimental group through the interactive board. The findings revealed that there are statistically significant differences at level (0, 05) in developing attitudes of teachers towards linguistic subjects due to the use of the interactive board. The research recommends that media; blackboard, zoom, and the interactive board should be activated in teaching all subjects not only the time of crisis but also in normal times since it has a positive effect on the achievement of teachers and increases their attitudes towards teaching EFL any time any place.

Interaction in E-Learning Setting through Teaching English as Foreign Language by Native-English Teachers: E-Classroom Discourse

Interaction in E-Learning Setting through Teaching English as Foreign Language by Native-English Teachers: E-Classroom Discourse

Operationalizing the Constructs of Privilege and Marginalization: A Developing Researcher’s Autoethnographic Exploration

Although the notions of privilege and marginalization have become a common theme in research, the application of these concepts to extralocal teachers of English (ETEs; i.e., non-local, non-native, or native foreign English teachers who are not citizens of the national community in which they teach) in applied linguistics has been problematic. Much of this research has equated characteristics of marginalization with implicit bias and structural inequity, and privilege as immunity to such prejudice and discrimination, while other work has viewed these constructs as subjective feelings influencing foreign teacher identities. These problematic depictions of privilege and marginalization have resulted in a contradictory situation where an ETE may be simultaneously privileged and marginalized. Using an autoethnographic approach, this paper examines the first author’s experiences in developing their identity as a researcher while trying to critically resolve ethical dilemmas, potential criticisms, and feelings of academic inferiority and diffidence, which are seldom addressed in similar research undertakings. This article reports the learning journey of a developing researcher in creating a usable operationalization of the constructs of privilege and marginalization, with attention paid to the aspects of working contexts and social perceptions that emerged within the literature, and the influence of such factors on the self-image of ETEs in Thailand.

Research into Teachers’ (Dis)Respect for Learners: A Cross-Cultural Study of English Language Teachers’ and Learners’ Perceptions

A safe learning context begins with teachers-students respectful interaction. This qualitative study drawing on the premises of grounded theory (GT) examined native and nonnative English language teachers’ and learners’ (n = 114) perceptions of teachers’ (dis)respect for learners. Content analysis of focus groups and online interviews revealed three overarching themes: (1) teachers’ interpersonal characteristics, (2) teachers’ insightfulness, and (3) teachers’ occupational attributes. Overall, 14 subthemes emerged. An important finding was that politeness, learners’ self-esteem, and care were the most recurrent subthemes, respectively, raised by all four groups of nonnative teachers (NNTs), nonnative learners (NNLs), native teachers (NTs), and native learners (NLs). Moreover, politeness, care, learners’ self-esteem, dedication, and interest were the five culture-general components of teachers’ (dis)respect for learners because they were mentioned by both natives and nonnatives. Conversely, other subthemes could be considered as culture-specific components because they were raised by either natives (fairness, encouragement, appreciativeness, kindness, punctuality, and learners’ freedom) or nonnatives (helpfulness, patience, and learners’ individuality). Furthermore, the three above-mentioned themes were common to all participants. Therefore, given this diversity within universality, we proposed a cross-cultural model of teachers’ (dis)respect. The pedagogical implications are discussed.

NATIVE ENGLISH TEACHERS IN EFL SPEAKING CLASSES: DEPICTING THEIR STRATEGIES TO TEACH VIETNAMESE STUDENTS

The aims of this research are; (1) to know the strategies used by native English teachers to teach speaking to the students of Vietnam National University of Agriculture, (2) to describe how the strategies contributed to the students speaking skills, and (3) to explain the problems faced by native English teachers in EFL speaking classes. This research is descriptive research with a qualitative approach. The data were collected through classroom observation, interviews, and documentation. It presents the result of the study in the form of a descriptive explanation. The findings of this research are the strategies used by native English teachers to teach speaking to the students of Vietnam National University of Agriculture, namely (a) group discussion, (b) role play, (c) brainstorming, (d) storytelling, (e) story completion, (f) describing picture, (g) game (guessing the word), (h) using target language/interview. Based on those strategies, the results show that the strategies help students to improve their speaking skills, vocabulary, and confidence. Also, it can help students to solve problems, increase sensitivity, think critically, and express their ideas. Furthermore, the findings of the problems faced by native English teachers in speaking class are (a) pronunciation, (b) lack of confidence, (c) lack of ending sounds, (d) no vocabulary and grammar.

Filipino Teachers of English and Native English Teachers: Learners’ Perceptions

Since learning English from Filipino Teachers of English (FTEs) has gained popularity, this research investigated learners’ perceptions of the difference between FTEs and native English teachers (NETs) by conducting semi-structured interviews at two English language schools that have both FTEs and NETs. Many learners felt that FTEs were better at explaining grammar explicitly and comprehensibly, while others said that they could better improve their listening and pronunciation skills with NETs since they spoke faster and with more phonological changes and colloquial expressions. However, some felt more comfortable talking to FTEs, since their English was easier to understand. Additionally, some believed that the pronunciation of NETs was better simply because they were native speakers. One of the schools had an NET who was trained in teaching how to articulate English phonemes. His students noted that NETs were better at teaching pronunciation. However, this view was not shared by learners from other schools. Some reported that FTEs were easier to befriend, though this was because the learners and their teachers belonged to similar age groups. Some mentioned that FTEs, who are also English learners, were more passionate about teaching, understanding, and helping learners, while only one student claimed that NTEs were more serious teachers. A few were more motivated by NETs solely because they admired native speakers. In summary, the participants of this study generally considered FTEs to be better, although some individual differences were observed. The results suggest the importance of teacher training and teachers’ experience in learning a second/foreign language.

THE RHETORICAL IDENTITY CONSTRUCTION OF ENGLISH INSTRUCTORS IN ONLINE ENGLISH COURSES ADVERTISEMENTS

The superior image of native English teachers portrayed in ELT professionalism has been heavily criticized among scholars by raising awareness on the expertise than nativeness or races. However, the study is scarce regarding how online discourse such as web-based advertisement of English language courses rhetorically depicts their language instructors: a native speaker and local teachers. To fill this gap, the purposes of this study are to examine the attributes of language instructors and any potential discriminatory or privileged presentation evoke in the online ads. The initial analysis was done within twenty English course sites to view overall trends of English instructors' attributes in several websites in Indonesia. I then closely explored two websites, WSE and TBI, and how they textually and visually privilege and discriminate the competences of native English teachers or local teachers. The result shows the dominant rhetoric of native English teachers as English language experts. The findings of this study reveal that despite the scholarly effort to challenge native English speaker/teacher orientation, the educational institutions still perpetuate the hegemony of native speakers as the ideal model in English within online platforms.

Teachers’ (Dis)Respect for English Language Learners: Developing a Cross-Cultural Model

Batelaan (2001) posits that teachers-students respectful inter-relationship is conducive to a safe learning context. This study presents a multi-faceted scale that cross-culturally measures teachers’ (dis)respect for learners as a crucial dimension of teacher-student relationships. The teachers’ respect for learners questionnaire (TRLQ) is premised upon literature review, focus groups and online interviews. We examined the dimensionality of the TRLQ via CFA to seek confirmation for our hypothesised six-factor model among native and non-native English language teachers and learners (N = 472). The six-factor structure was obtained through EFA of the TRLQ, which was developed based upon three overarching categories consisting of 14 minor themes gained from focus groups and online interviews. Hinged upon these analyses, the six-factor structure strongly indicated the best fit. These dimensions include a) teachers’ interpersonal characteristics, b) teachers’ insightfulness, and c) teachers’ occupational attributes. Reliability coefficients revealed that the internal consistency of the six factors was excellent. Further, we tested the convergent, divergent, and predictive validity of the TRLQ. Teachers’ (dis)respect for learners appeared to predict learners’ academic achievement, particularly their GPA and self-assessed success in learning English. The results lend support to the six dimensions derived from EFA and focus groups and online interviews and offer concrete proof of the psychometric properties of our scale. This scale can be used by educators and policy makers to oversee teacher-student respectful relationship.

Immersing Japanese students into English language learning: Songs, games and cultures

Learning English for Japanese is not as easy as people think. Teachers should provide a way to immerse Japanese students. Therefore, this study aimed to understand how Japanese English teachers immersed students in learning English, what challenges that students and teachers were facing and their perceptions toward the International Work Camp. This case study collected the data from 20 students and 10 teachers from various countries using interviews and an observation checklist. The data were analyzed in several steps, starting from data collection, data reduction, data display to data conclusion. The findings of this study show that Japanese and non-Japanese teachers collaborated to immerse students in attractive teaching ways, such as drilling techniques, gaming, singing, using cards, playing outside, grouping, etc. Besides, teachers also kept motivating and reinforcing them to speak English. Furthermore, students’ barriers in speaking were pronunciation, anxiety, grammar, vocabulary, and less practice. Problems were not only faced by students as teachers also had hindrances. Therefore, through the International Work Camp, students could learn to speak English effectively. They could interact with other students and get English speaking competence immersion with several native English teachers. The students also had good perceptions of this work camp.

The Students’ Attitude toward English Instruction on the EFL Students’ Speaking Class

Abstract: In general, an English teacher uses bilingual method in teaching process. However, a native English teacher uses English only in the class. Due to the new atmosphere faced by the students, the present study aimed to investigate the students’ attitude toward English instruction on the EFL students’ speaking class. This current study employed a quantitative method and it was designed as a descriptive research. The participants of this study were 156 students of English Study Program enrolled at Speaking class, Faculty of Tarbiyah, State Islamic Institute of Parepare. A 20-item survey questionnaire related to the students’ attitude toward English instruction with a five point likert scale was assigned to obtain the data from the participants. The results of the study revealed that the students have a positive attitude toward English instruction. They agreed with teaching English by using English instruction. The students’ cognitive and affective responses showed that the students believed that English instruction could improve the students’ abilities at intermediate level. Furthermore, the students’ cognitive responses indicated that the students’ vocabularies and grammatical knowledge improved. The use of English instruction also gave the students an opportunity to learn pronunciation from the native English teacher. While, the results of affective responses indicated that the students liked to study using English instruction and they were motivated to speak in English.

How Does that Make You Feel: Students’ Affective Engagement with Feedback

Understanding how students engage with written feedback (WF) on L2 writing is crucial. Given the mediating role of learner perceptions and beliefs about WF (including in relation to teacher behaviour and perceived persona), our research explores learner perceptions and affective responses to – or affective engagement with –WF in a university context. Furthermore, because it has been shown that learners relate differently to native and nonnative English-speaking teachers, who themselves relate differently to WF, we investigate how Chinese students engage with WF given by a Chinese English teacher (CET) and a native English-speaking English teacher (NET). Ninety-nine Chinese undergraduates at an East China University participated in the study. They received anonymous feedback from three NETs and three CETs, and then completed a survey about their feelings and reactions regarding the feedback received. Our results indicate that student writers expect to receive feedback that is detailed without overwhelming with corrections. When the WF provided in this study met these requirements, it stirred positive feelings in the students. More and more detailed WF was associated with feeling “moved,” “touched,” and “motivated,” and seemed to encourage the students to follow up with revisions and other actions. In all the aspects investigated, the NETs’ WF and approach was appreciated more positively than that of the Chinese teachers. The latter provided less WF, which was also more unclear and included a higher proportion of written corrective feedback (WCF). We propose recommendations for increasing student-teacher interaction and communication about feedback to improve student engagement with feedback.

Students’ perceptions towards native and non-native english speaker teachers

There was an argument that native English teachers have many advantages than non-native English teachers and students preferred native to non-native teachers; however, the argument had to be assessed. Many researchers had been exploring students’ perceptions of native and non-native English teachers worldwide in formal education institutions. This study aimed to explore students’ perceptions of native and non-native English teachers in a non-formal education institution. This was a qualitative study based on a descriptive approach conducted using three instruments: close-ended questionnaire, semi-structured interview, and documentation. The study revealed that native and non-native English teachers had their own specific roles in the Indonesian context. Students needed native more than non-native teachers because the latter were bilingual having the same mother tongue as them, and they enabled a successful learning process because of the effective learning strategies they shared. Also, non-native teachers helped students deal with difficulties and challenges in their learning process.

WASHBACK AND THE ASSESSMENT PRACTICES OF ESL INSTRUCTORS AT JAPANESE UNIVERSITY

This study investigated awareness among native-English instructors teaching English to first year freshman students studying English at a university in Japan, and the potential effects of their chosen methods of oral evaluation on washback. Washback effect refers to the impact of testing – whether positive or negative - on teaching practices, curriculum design, and learning behaviors. Oral washback, in particular, in evaluation has seen increased importance in recent years, with more consideration given to how to provide positive oral washback in evaluations to ensure that they are as effective as possible in improving English levels. A mixed methods approach was used – a survey and interviews – with five instructors to find out about how they assess their students and how aware and how much attention they gave to possible washback effects of their chosen methods of evaluation. It was found that there is quite a variance among different instructors and knowing more about how to promote more positive oral washback to be useful in improving evaluation methods used.

THE INFLUENCE OF NATIVE ENGLISH LECTURER IN IMPROVING STUDENTS MOTIVATION IN COMMUNICATION SKILL

The development of information and technology has influenced many aspects of life including education. a lot of people start from students in the university and worker already speaking English fluently, but still there are some problem specifically for the students to speak English, university that have English English language programt is looking to find the solution. By hiring native English teacher or leacturer to improve their student’s motivation in English communication skill, the question is can the native English teacher gives the influence to the student. This research made to analyze how well the native English teacher can give the influence to the students especially in Darma Persada University for the students that are majoring in English Literature and in English Department. This research showed whether hired Native English teacher is a good idea or it isn’t. In this study, researcher used aquantitative approach to analyze the influence of native English lecturer in improving students motivation communication skill.. This research was conducted using the experimental method using pre-test and post-test control design.

Concepts of Co-teaching in Secondary English Classrooms: Perspectives of Korean and Native Teachers of English in South Jeolla Province

The current study explores the perspectives of co-teaching practices based on the voices of four secondary school English co-teachers consisting of two Korean English teachers (KETs) and two native English teachers (NETs) in South Jeolla Province. Online interviews were conducted for data collection with regard to KETs and NETs’ definitions of co-teaching from personal experiences in Korea, influential factors in determining current attitudes towards co-teaching, and future needs for better co-teaching. Each interview was analyzed through weekly peer debriefing sessions. Findings showed that all four English co-teachers had lacked opportunities to learn ways to reach an explicit consensus on the concepts of co-teaching, its goals, how to co-teach, and how to share feedback. Consequently, KETs and NETs developed an unbalanced sense of ownership and implicit disagreement over co-teaching class. The results revealed that the KETs had difficulties in discussing with a native co-teacher on co-teaching lessons as they assumed that attempts for sharing ideas about co-teaching would be interpreted as a form of “interference” by their native English co-teachers. Both KETs and NETs were found to be lacking in any form of training on how to co-teach, which seemed to have caused the difficulties in taking proper steps to teach collaboratively. Based on the results, some suggestions are provided.