Native Speaker Teachers Research Articles

Students' Perception Of Non-Native Japanese Speaker Teacher's Competencies (Nnjsts) : Gender-Based Review

Japanese is one of the foreign languages taught in formal and informal educational institutions in Indonesia. The development of Japanese language learners is increasing quantitatively. In foreign language courses, native and non-native teachers collaborate on pedagogical tasks. This trend is also happening in Japanese foreign language courses. In addition, there are around 6,617 non-native Japanese language teachers (Japan Foundation, 2021). There is an argument that Native Japanese Speaker Teacher's (NJST) has many advantages over Native Japanese Speaker Teacher's (NNJSTs) and that students prefer NNJSTs over NJST, but the argument must be assessed. Many researchers have explored students' perceptions of NJSTs and NNJSTs worldwide in formal education institutions but not in the non-formal education institution sector. This study aims to explore the perception of Indonesian students towards NNJSTs in non-formal educational institutions, namely LPK Fuji Academy Singaraja with all samples coming from active students registered from January to August 2024. This study is a quantitative research with a descriptive approach conducted using an instrument in the form of a closed questionnaire based on the Likert scale. This study revealed that the perception of male and female students did not have a significant difference in their teaching competence based on the theory of Nuibe et al (2006). Male participants rated NNJSTs higher in terms of teaching effectiveness and communication skills, with an average score of 9.8. In contrast, female respondents gave slightly lower ratings in these areas with an average of 7.1. Furthermore, through this research, students need NNJSTs more because they allow for a successful learning process because of effective learning strategies. In addition, NNJSTs also help students in facing difficulties and challenges in their learning process.

PROS AND CONS OF ENGLISH LANGUAGE PROFICIENCY IN COMMUNICATION

This article examines and analyzes the advantages and disadvantages of using native language for students of English classes from a linguistic and psychological point of view using a native speaker teacher as an example. Learning a foreign language at different ages has the most positive effect on the development of memory, attention, thinking, perception, and imagination in people. During the course of learning, the student develops his or her general speech abilities and becomes more versatile.

FROM EFL TO EMI: A CASE OF THAI INTERNATIONAL STUDENTS’ L2 LEARNING MOTIVATION AND ENGAGEMENT IN CHINA

This study aims to explore Thai international students’ attitudes towards teaching approaches maximizing their second language (L2) learning motivation and engagement and the motivating and demotivating factors influencing their L2 learning experiences during the transition from EFL to EMI contexts. The participants, selected by the purposive sampling method, were five senior Business English major undergraduates in southern Thailand who were enrolled as international students in a Chinese multilingual university for two semesters. Semi-structured interviews were employed, and qualitative data was inductively analyzed using thematic analysis. The findings indicated that all participants felt motivated and engaged to take the English for International Business and Trade course within the field of Content and Language Integrated Learning (CLIL) in the EMI Business Program. They tended to sustain their intended effort to complete communicative-based tasks and term projects related to their future professional goals, acquire specialized business knowledge, and develop digital literacy skills. Despite experiencing fluctuating motivation and transitional challenges, they reported their native-speaker teacher helped them reduce their constraints regarding English language use by editing their writing tasks and presentation scripts. Furthermore, they developed their English language proficiency, L2 self-confidence, and intercultural competence. These findings illuminate several factors influencing the student sojourners’ L2 learning motivation and engagement in EMI settings. The study sheds light on the pedagogical implications of implementing practical courses and developing the instructional quality of the curriculum in internationalized higher education institutions.

Exploring the effect of students’ language learning strategies on Chinese students' perceptions of native and non-native English speaker teachers

The status of English as the most prominent global lingua franca has increased the need for effective English teachers worldwide. Particularly in China, there is a growing demand for English teachers, with a significant preference for native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs). This trend, often interpreted as an implicit or explicit endorsement of native-speakerism, has significant effects on Chinese students, and harms the teaching effectiveness and well-being of Chinese English teachers. While previous research has explored the roles of students' demographic characteristics on their views, few studies have delved into complex factors such as language learning strategies and educators' well-being. To address this research gap, this study investigates 470 English-major Chinese students' views on NESTs and NNESTs in relation to the well-being of the NESTs and NNESTs. The findings reveal that students view NESTs and NNESTs as possessing different strengths and weaknesses, which have various impacts on the teachers' well-being. Further, the students’ language learning strategies were positively correlated with their views of both NESTs and NNESTs. These discoveries have the potential to heighten student awareness about native-speakerism and develop potential methods for educators to augment their teaching effectiveness, so that teacher well-being is given adequate attention.

“Would you take a pay cut? We're looking for Caucasians”. How whiteness can affect White, Black and Muslim female ‘native-speaker’ English language teachers

This article sets out investigate the interrelationships between native speakerism, Whiteness, ethnicity and appearance in the TESOL context. It explores whether Whiteness plays a part in TESOL teachers' recruitment and job opportunities when employers are seeking to employ ‘native speakers’. It draws its data from focus group interview data with seven female TESOL teachers. Two were White, three were Black and two were White Muslims who wear the hijab. The findings show that when English language teaching job advertisements call for ‘native speaker’ teachers, recruiters are—consciously or unconsciously—looking for White teachers from ex-colonising countries such as the USA, the UK, Canada, Australia and New Zealand whom they perceive as representing Whiteness. In this sense, Whiteness is inextricably linked to the concepts of the ‘native speaker’ and ‘native speakerism’ in English language teaching. The study concludes that native speakerism acts a veiled façade for Whiteness and consequently that White TESOL native speaker teachers are privileged over their Black and Muslim counterparts in a number of areas. These include: pay, objectification, acknowledgement of their professional achievements and visibility in advertising materials aimed at prospective students and their parents. The paper concludes with a call to confront such often-unacknowledged bias in favour of Whiteness by establishing open conversations with recruiters, parents, students and others involved in the TESOL field. It also recommends that countries should follow the European Union's lead and ban any language teaching job criteria that state a ‘native speaker’ requirement.

THE IMPACTS OF NATIVE SPEAKER TEACHERS’ NONVERBAL COMMUNICATION IN EFL CLASSROOMS

ABSTRACT This research tries to analyze nonverbal communication types employed by native speaker teachers when teaching English as a Foreign Language (EFL) classes and the effect of those nonverbal communications on students. This study employed descriptive methodology. Two native-speaking teachers in English and fifteen students comprise the study's participants. Observation and interviews were utilized to acquire data. This study found that teachers frequently employ six types of nonverbal communication. These included the application of kinesics, proxemics, ocelusics, chronemics, paravocalics, and physical appearance. The data analysis also revealed that the teachers’ nonverbal communication had both good and bad effects on the pupils. The teachers’ use of appropriate hand gestures, eye contact, and voice emotion when teaching the topic significantly helped to develop healthy teacher-student relations, particularly in motivating and appreciating students. However, eye contact can induce anxiety in students. Keywords: Nonverbal Communication, Effects of Nonverbal Communication, EFL Classroom, Native Speaker Teacher

Students’ Perceived Challenges and Learning Strategies of English Medium of Instruction in the International Nursing Program – A Descriptive Quantitative Study

Achieving international recognition has motivated the universities in Indonesia to shift to international programs. An unmistakable and notable initiative is the adoption of English as the Medium of Instruction (EMI), which has elicited both positive and negative responses. This study investigates the obstacles and educational approaches of nursing students when utilising EMI. The study aims to examine students' perceived problems related to language and learning in an EMI context, as well as the techniques they use. The participants of this study are 176 Indonesian students majoring in Nursing. The participants were asked to fill in the survey questionnaires on the challenges they face and the strategies they use in EMI learning. The collected data were analysed using SPSS quantitatively. The major findings are that most students encountered a moderate level of language and learning challenges and sought L2 support strategies in coping with their language and learning challenges. There is less pressure on the students’ side as no native-speaker teacher is involved in establishing the EMI program. This study concludes that the students are ready for the EMI program. The study further suggests the potential of supporting the students through the concurrent support model by Macaro’s language support model.

Discriminatory Practices Against Non-Native English Speaker Teachers in Colombia’s Language Centers: A Multimodal Study

This multimodal/multimedia discourse analysis explored institutional practices regarding native and non-native English speaker teachers in five language centers in Medellín, Colombia, as reflected in interviews with coordinators and teachers, language centers’ websites, social media, and recruitment materials. Data were analyzed using content and multimodal discourse analysis. Findings unveiled that, in general, these language centers favor native English speaker teachers and discriminate against non-native English speaker teachers in multiple ways, as the former are privileged in job searches, are asked fewer hiring requirements, have more room for negotiation, earn higher salaries, and enjoy more perks.

Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers

English has become the most-widely used lingua franca in international communication, creating a demand for effective English teachers around the world. In reality, there is a surging demand for English teachers around the world and in China, with a greater inclination for native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs), a phenomenon commonly known as explicit or implicit advocacy of native-speakerism. Research has shown that Chinese students are affected by native-speakerism, harming Chinese English teachers' feelings and instructional practices. Even though research has shown that student characteristics play a role in students' perceptions of their teachers' effectiveness, few have examined more complex variables such as motivation and teacher well-being. To fill the research gap, we investigated 470 Chinese English-major students' perceptions of NESTs and NNESTs in relation to NNESTs' psychological well-being. Results show that students perceived NESTs and NNESTs as having different strengths and weaknesses. Such perceptions had various effects on both groups' well-being. Students' motivation was found positively correlated to their perceptions of NESTs and NNESTs. We discuss these findings for the purpose of raising students' awareness of native-speakerism and identifying possible means for teachers to improve their teaching effectiveness by adopting motivational strategies so that teacher well-being is given sufficient attention.

Native Speakerism in the Online ELT market

Native speakerism is a language ideology that assumes that the ideals of the English language and English teaching methodology come from American and British cultures. Therefore, their best representatives are native speakers of English from these two cultures. This ideology is deeply rooted in the English language teaching market, where most language school owners advertise vacancies only for native-speaker teachers. They prefer hiring unqualified native speakers of English to qualified and experienced nonnative teachers. Non-native teachers experience discrimination based on their country of origin and first language, which means they have fewer employment opportunities and work for lower hourly rates. Such discriminatory practices based on native speakerism affect non-native teachers both professionally and personally. This study suggests possible ways to restore teachers’ self-confidence and promote their qualifications and skills so that non-native teachers are not marginalized in the future. This study also presents the results of a case study of non-native English teachers from Serbia, how they perceive native speakerism, and the negative effects experienced by these teachers. The results reveal that this ideology harms the professional and private lives of English teachers from Serbia, which is reflected in their poor professional confidence and low self-esteem. Non-native teachers accept low-paid positions and patronizing treatment from employers to keep their jobs and financial security, thus compromising the teaching positions they deserve as qualified teachers.

YOUNG ENGLISH LEARNERS’ ANXIETY: THE CASE IN INDONESIAN ELEMENTARY CLASSROOM

It is a common phenomenon that English language learners suffer from anxiety when they step into a language class, especially in the oral-focused lesson. This situation is experienced not only by adult English learners but also by the young ones who are learning in English-speaking classes at the elementary school level. Language anxiety they have is triggered by or originated from numerous factors, including the teacher’s identity factor. A teacher who is a ‘native’ speaker of the language is believed to gear greater anxiety among English as a foreign language learners resulted in passiveness and withdrawal from oral activities in the class. Referring to the circumstance, this study, was conducted to see the level of anxiety in English speaking classes which were taught by a native English speaker teacher (NEST) as well as to see the possible aspects evoking foreign language anxiety among young English learners. This present research, particularly, involved 69 active students of Tarakanita 1 elementary school in Jakarta. The research data was collected using a qualitative method with a set of questionnaires as a major data collection instrument, embracing three key indicators namely fear of communicating, fear of negative evaluations, and testing anxiety. To identify similarities and differences among students of differing anxiety levels, five categories: very low, low, moderate, high, and very high anxiety are applied. Quantitative analysis of the data revealed that the participants exhibit different levels of anxiousness in speaking English with a native English speaker. The highest percentage fell at high level category which was applied for the three aforementioned indicators. Pertaining to the factors influence might arouse anxiety in speaking class fear of communicating, contribute as much as the other two: fear of negative evaluations, and testing anxiety. The findings of this study are expected to benefit both teachers and students. It is hoped that students will develop more awareness towards factors, as anxiety, that may hinder them from mastering English-speaking skill and find solutions to overcome anxiety in speaking. Moreover, teachers are hoped to be more understanding and concerned with the anxiety young English learners experience and help them reduce their anxiety during the classroom performance through implementing various strategies.

Exploring native and non-native English speaker teachers' perceptions of English teacher qualities and their students' responses.

Due to globalization, English has gradually become a lingua franca, leading to a rising demand for proficient English teachers all over the globe. In China, more EFL teachers are being recruited, particularly at the tertiary level, with a greater preference for so-called "native English speaking teachers (NESTs)" over "non-native English-speaking teachers (NNESTs)" due to the impacts of native-speakerism. Research has shown NESTs, NNESTs, and students are often misaligned in terms of beliefs about language learning and teaching which affect teaching effectiveness as well as student achievement. Recognizing this issue, this study investigated NESTs', NNESTs', and Chinese English-major students' perceptions of characteristics of effective EFL teachers at four mid-tier universities across China. Findings from semi-structured interviews with 16 students suggest that NNESTs and Chinese English-major students had similar views on language learning and teaching. Both groups valued prerequisite qualities such as having expert knowledge, language skills, teaching skills, and professionalism. NESTs, however, valued qualities such as caring, patience, flexibility, engagement, and awareness of students' learning needs. These differences are likely the result of these two groups of teachers' linguistic, cultural, and educational background differences. The highly uniform views of the two groups of teachers suggest that they tended to emphasize certain qualities while disregarding others. These findings suggest the need to raise teachers' and students' awareness of the benefits of different types of teacher qualities so that curriculum design and lesson planning can be implemented for better instructional alignment to ultimately improve teaching effectiveness.

“There’s no separation of Church and state”, a metaphorical analysis of Muslim native speaker teachers’ representations of English language teaching and Islam in Saudi Arabia

ABSTRACT There has been an increased interest among researchers concerning the relationship between faith and English language teaching (ELT) in the context of the global spread of English; however, to this date, very few studies have focused on ELT and Islam. Considering the wider sociopolitical, ideological or religious issues connected to the global spread of English, this study draws on the experiences of five Muslim native English-speaking teachers (MNESTs) in the Kingdom of Saudi Arabia (KSA) by qualitatively investigating their representations of Islam and ELT. Based on a non-realist analysis of metaphors, the study explores the participants’ worldviews and positionalities as MNESTs in the KSA, thereby exploring how Islam impacts their professional practice. The study concludes that ELT is inextricably intertwined with broader issues such as religion, and argues that these links need to be explicitly addressed in the field.

Trilingual and Multicultural Experiences Mitigating Students' Linguistic Stereotypes: Investigating the Perceptions of Undergraduates of Chinese Heritage Regarding Native/Non-Native English Teachers.

Student stereotyping of non-native English-speaking teachers is a common focus of research and there is a paucity of studies targeting trilingual students of multicultural backgrounds. The present study aims to investigate the dimensions of trilingual Chinese heritage undergraduates' perceptions of English teachers from Kachru's stratification of native-English-speaking (Inner-circle), ESL (Outer-circle) and EFL (Expanding-circle) regions. A mixed study design was used to collect data including online questionnaires and an offline semi-structured interview. Quantitative findings indicate the subjects' preference for native speaking teachers, together with a hierarchical ranking in teacher assessments according to race/ethnicity. Qualitative findings demonstrate that students are also less biased on racial grounds, considering all teachers are "qualified and good enough", hence the "Inner > Outer > Expanding = Qualified > Unqualified" result. Multilingual and multicultural factors have been used to account for the mitigated linguistic stereotypes from sociocultural and political perspectives. Findings of this study challenge but nevertheless also confirm to some extent the traditional native/non-native dichotomy that manifests raciolinguistic traits and support Kachru's stratification with statistical evidence. Educational implications are discussed to benefit future practice to further eliminate student prejudice and to better prepare native Chinese teachers of the English language.

English Language Teachers’ Job Satisfaction in Korea: A Comparison between Korean Teachers of English and English Native-Speaker Teachers

English Language Teachers’ Job Satisfaction in Korea: A Comparison between Korean Teachers of English and English Native-Speaker Teachers

Factor Analysis Affecting English Speaking Proficiency Based Open Access Articles on ScienceDirect Database

This study explores the factors affecting the ability to speak English. The method used in this study is the systematic review with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) model. This study used the ScienceDirect database. The article search process uses the process of identification, screening, eligibility, and inclusion. First, the identification was used with the keyword “English-speaking” as the filter, then it was continued by the latest 5-years of article publication. The screening process is performed with open access and archive criteria, while the eligibility process is performed with research objectives conformity. The inclusion is the final stage for the article chosen based on the research focus. This study revealed that the factors affecting the ability to speak English are; gender, native-speaker teachers, self-efficacy, peers, culture, motivation, and English as a lingua franca. The weakness of this study is that the data was taken from articles based on ScienceDirect and open-access databases only. Therefore, other researchers are suggested to conduct systematic reviews using multi-databases such as Web of Science, Emerald, Wiley, and Sage.

Exploring the Effectiveness of Native and Non-Native English Teachers on EFL Learners’ Accuracy, Fluency, and Complexity in Speaking

This study aimed to investigate the impact of teacher type (native vs. non-native) on the oral performance of male intermediate English as a foreign language learners between the ages of 14 and 20 who possessed similar language proficiency levels. The participants were selected based on the results of a written test and an oral interview and were divided into two classes: one taught by a native speaker and the other by a non-native speaker. Following a -month treatment period, each learner was interviewed and their speech was recorded. The researchers analyzed the data for accuracy, fluency, and lexical complexity. The statistical analyses revealed that learners taught by the native-speaking teacher demonstrated greater fluency and lexical complexity in their oral production, while those taught by the non-native teacher showed greater accuracy in their spoken language production. These findings suggest that the teacher type has different effects on language learning outcomes. The implications of these results extend to policymakers, administrators, and those involved in the employment and training of language teachers in Iran.

The Validity of Hiring Native and Non-Native English-Speaking Instructors: Professional Observers', Learners', and Programme Administrators' Perceptions

In the recent past, considerable attention has been directed towards the issues relating to non-native English speaker teachers (NNESTs) and native English speaker teachers (NESTs) in English language teaching (ELT), especially their employability as English language teachers. This study aimed to investigate the hiring process for an English as a foreign language (EFL) instructor position. The study has adopted a mixed-design approach using a structured questionnaire on 212 students from the Preparatory Year Program (PYP) at Princess Nora University (PNU) and the Common First Year (CFY) at King Saud University (KSU) and semi-structured interviews on six programme administrators and professional observers from the higher education language institutions in Saudi Arabia to achieve the study’s objectives. Specifically, this study examined three areas: a) the programme administrators’ perception of the hiring criteria of both NESTs and NNESTs; b) the professional observers' perception of the hiring criteria used, linking them to the performance of both NESTs and NNESTs in EFL classes and providing criteria that they deem necessary; and c) the learners' perception of the characteristics of an effective EFL instructor to support the latter's perception. The results revealed that being a native speaker was not important from the perception of programme administrators, professional observers, and learners. However, programme administrators, professional observers, and learners gave more importance to other criteria such as pedagogical skills, personal qualities, and the ability to teach.

AL-BIIATU AL-LUGHAWIYYAH WAMAHAARAH AL-KALAAM (DIRASAH HAALIYAH) LITHULLAAB AL-‘IDAAD AL-LUGHAWII FII MA’HAD ‘ULUMUL ISLAMIYAH WAL ‘ARABIYYAH FII INDONESIA (LIPIA) LIL’AAMI AD-DIRAASII 2022 M

Title of Thesis: Role of language environment in improving speaking skills (Student I,dad Al-lughowy, Indonesian Islamic and Arabic Sciences Institute, 2022). This is research to undestand and reveal the role of language environment in the success of learning speaking skills. Two sources of data in this study, the first primary data, were sourced from Student I'dad al-lughowy of the Islamic and Arabic Sciences Institute (LIPIA) Jakarta in 2022, as well as Lecturers, and Leader of the Department. The second data are sourced from library literature in the form of books, theses, papers, and academic journals related to this research. This is research uses a descriptive qualitative approach. The results of the concluded research that the language environment at LIPIA is a good environment because it is supported by native speaker teachers, students who are enthusiastic and active in speaking Arabic, are also supported by complete and adequate media and infrastructure. The role of the environment is very important in the success of learning speaking skills. This is in line with the opinion of Hadi Dauli who stated that the language environment is very important in the success of foreign language learning. In line with the opinion of Rusdi Ahmad Tuaiman, which states that the language environment is very influential on human speech skills

Native and non-native teachers in a minority language: An analysis of stakeholders’ opinions

Objectives: The purpose of this article is to explore students’, parents’, and teachers’ attitudes and opinions towards native and non-native teachers of Basque, to examine whether the widespread ideology native speakerism is present in this minority language. Methodology: Data were gathered from 473 secondary and high-school students, parents, and teachers using questionnaires and focus groups, where education stakeholders were enquired about their teacher preferences in four categories: assessment and support, attitudes and motivation, culture, and perceived linguistic abilities. Data and analysis: The quantitative data were statistically analysed using independent-samples t-tests and analyses of variance (ANOVAs). The qualitative data were examined using thematic analysis, an instrument that allows a systematic study of patterns of meaning within qualitative data sets. Findings: Results suggest that although students, parents, and teachers support team-teaching approaches, there is an overall preference for native-speaking teachers, specially at advanced levels. Furthermore, participants reflect clear-cut trends in specific items and categories. Originality: The binary classification of speakers established by the assignment of the ‘native speaker’ and ‘non-native speaker’ labels has been thoroughly studied in the English language, analysing the positive and negative characteristics linked to each type of speaker, but the nativeness topic has only been researched in language survival terms in minority language contexts. To our knowledge, no previous study has examined attitudes towards native and non-native teachers in minority language teaching contexts. Implications: Education stakeholders’ preferences for Basque native-speaking teachers may entail negative effects on the legitimacy of non-native speakers and teachers, a group whose Basque use is paramount for the maintenance and survival of the minority language.