Non-native English Teachers Research Articles

Conceptualizing Communicative Language Teaching (CLT) in the EFL Context: Ethnographic Experiences of CELTA and Non-CELTA Holders

Communicative language teaching (CLT) has become the favourite teaching approach of many English teachers because of its focus on communication (Kumaravadivelu, 2006). A number of researchers have investigated EFL teachers' perceptions and implementation of CLT in Saudi tertiary level education. Some researchers reported on how CELTA training affects EFL teachers' perceptions and implementation of CLT. However, there is a gap in the literature with regard to the lived experiences of how non-native English speaker teachers (NNESTs) who do or do not have a CELTA qualification understand and apply CLT in Saudi tertiary level EFL education. Therefore, this mixed-methods ethnographic research focuses on filling this gap. Data were collected through three research tools, namely a survey, vignettes and classroom observations. All the participants were teaching EFL at the Saudi tertiary level. Twenty-six CELTA holders and forty-four non-CELTA holders participated in the survey about their perceptions and implementation of CLT. Four CELTA holders and three non-CELTA holders wrote a number of vignettes on how they conceptualize and apply CLT. Classroom observations were conducted for two CELTA holders and two non-CELTA holders. The statistical survey data were analysed using SPSS, and the vignettes and classroom observations were examined thematically. The findings revealed that both CELTA and non-CELTA holders have a reasonable understanding of CLT. However, they also showed that the teachers only implement CLT to some extent, suggesting that more training on applying communicative activities and group- and pairwork is needed in EFL classrooms.

The Influence of Continued Teacher Education on the Overall Performance of Local Non-Native English Teachers

This study investigated the influence of continued teacher education on the overall performance levels of local non-native teachers of English in the Kutai Kartanegara Government Regency of East Kalimantan, Indonesia. The study aimed to appraise teachers' overall performance levels by examining three perceived indicators (English teaching confidence, English language proficiency, and attitude toward English). The study, employing a retrospective design, applied a developed questionnaire as a research instrument to gather quantitative data. The total sample was 72 participants: forty local Indonesian English teacher-participants and thirty-two administrator-participants who served in direct supervisory positions. This study revealed that participation in the continued teacher education program produced a significant perceived improvement in the teachers’ English teaching confidence, English language proficiency, attitude toward English of the teachers, thereby leading to an overall enhancement of teacher performance. Due to the essential need for qualified English teachers in Southeast Asia, continued teacher education programs must become a primary focus of English teacher knowledge and English as a foreign language curriculum.

A Comparative Study of Power Distance of English Teachers and Non-English Teachers in Classroom Interaction in Iranian High Schools

Since cultural factors play a crucial role in creating behavioral patterns, investigating the relationship between English teachers and students can be a good index for discovering the level of power distance in the classroom environment with different cultures manifesting in their interactions. The current study has attempted to compare female high school students' viewpoints towards English teachers and non-English teachers in the Iran context to discover the difference in power distance between English and non-English teachers and their students. To this end, the present research was conducted in 3 high schools for females with female teachers, and the data was gathered through a five-item Likert scale questionnaire investigating students' viewpoints towards five main elements: Acceptability, Respect, Teaching method, behavioral patterns, and Friendship. The findings revealed a high power distance between English teachers and their students in an English class interaction than non-English teachers such as science teachers, math teachers, physics teachers, chemistry teachers, and art teachers and their students. In turn, the results implied positive viewpoints towards English teachers. Regarding four factors, Acceptability, Respect, Teaching method, and Behavior, there is a significant difference between the viewpoints towards English and non-English teachers. On the other hand, there is no significant difference between the two variables in terms of friendship.
 
 Received: 14 October 2021 / Accepted: 10 January 2022 / Published: 5 March 2022

Reframing The Siop Model To Boost Teachers' Self Efficacy In Bilingual-Like Program: A Practical Concept Of An Alternative Model

The need to communicate through English and the desire to practice English in the teaching process has turned a public junior high school in Wonosobo, Indonesia, into one of the schools that hold an "English on Wednesdays" program to implement bilingual-like nuance. This conceptual paper highlights a natural phenomenon that occurs in that institution dealing with the desire to improve the competence of teachers and students in communication by programming "English on Wednesdays." The dilemmas related to teaching are felt by teachers, especially non-English teachers who do not have an English background, yet they are enthusiastic about this program. Thus, this paper will propose a framework called "The Alternative SIOP Model" that will help teachers overcome the dilemmas in teaching the "English on Wednesdays" program that emphasizes self-efficacy to develop teachers' competencies on lesson preparation and communication. This conceptual paper used the systemic review to gain information from theories and research findings related to the topic.
 Keywords: teachers' dilemmas; teachers' self-efficacy; the alternative SIOP Model

Indonesian EFL students’ perceptions of effective non-native English teachers

Effective non-native English teachers (NNETs) are essential to facilitate students to develop their English mastery. However, while students are directly affected by teachers’ instructions, they have been limitedly involved in teacher education and development research. The current study aims to explore the qualities of effective non-native English teachers (NNETs) from students’ perspectives in Tanjungpinang, Indonesia. This study was mixed-method research specifically an explanatory sequential design. In the quantitative phase, 380 students were selected using cluster sampling techniques. Meanwhile, in the qualitative phase, six students were purposely selected based on their English proficiency levels and gender. The instruments used were a questionnaire adapted from Park and Lee (2006) and an interview guide. To analyze the questionnaire data, descriptive and inferential statistical analyses were employed. MANOVA test was run to seek significant differences by students’ gender and English proficiency levels. Meanwhile, the qualitative data were coded to identify the emerging patterns. The results show that the qualities concerning teachers’ socio-affective skills gained the highest mean scores compared to those concerning teachers’ subject matter knowledge and pedagogical skills. This study also confirms that there was a significant difference among students in perceiving effective NNETs by English proficiency levels. This study is expected to help various stakeholders to improve pre and in-service EFL teacher education and development in Indonesia.

FOREIGN LANGUAGE TEACHERS’ LINGUISTIC AND CULTURAL AWARENESS: WAYS OF DEVELOPMENT

Today the development of professional standards aimed at teachers of foreign languages and requirements applied to the level of professional competence are both greatly discussed. It is obvious that new approaches are needed in order to form professional courses which focus on enriching language and cultural awareness of school teachers of foreign languages. Following the changes of educational system in general and taking into account the growth of information and communication technologies and their impact on educational teacher-training courses, the digital environment should be considered as the most appropriate for the teachers’ professional development. Defining the learning style of the teachers and analysing the results of some questionnaires, the methodological approaches to the course have been chosen and described as a combination of the leaner-centered approach (for language teachers), communicative approach, Kolb’s learning styles model and digital learning. Some difficulties the language teachers usually face are vocabulary, fluency, in which non-native English teachers are in a disadvantage, grammar and listening and reading skills due to the lack of practice. To meet the language teachers’ expectations some actions such as supplementation the language teachers with appropriate amount of practice of receptive and productive skills, usage of discourse analysis to advance the teachers’ linguistic skills and enlarging their socio-cultural information with the help of texts for reading and listening are to be done. Moreover, the course includes elements of test tasks in the format of tasks of the unified state exam in English, as well as several international exams of the appropriate level. In the process of studying according to the course program, foreign language teachers increase the level of linguistic and cultural competence by working with texts containing material of a linguistic and cultural orientation. The results of final test and evaluation prove the effectiveness of the proposed and further described ideas.

Non-native English teachers’ views on the use of music and songs in teaching English as a foreign language to primary school learners

Teaching English to children through music has gained considerable attention. The use of songs in the English language classroom has become a subject that has increasingly drawn more interests. This is because songs have many values of language. Songs could be particularly effective for supporting foreign language teaching. Implementing educational songs in teaching English to young learners can develop students’ pronunciation, vocabulary and grammar. This study illustrates the situation of teaching English through songs in the time of Covid-19 pandemic in primary schools of Kosovo. The aim of this article is to examine current English teachers’ views and perspectives towards the use of music and songs in the language classroom. The instrument used to obtain data is an interview for primary school teachers who teach English in different cities of Kosovo. Five teachers were interviewed to better understand their thoughts towards music utilization into their language classrooms. Questions were mainly designed to elicit attitudes of participants related to the research questions. The results of the study indicate that English teachers have positive attitudes toward the use of music in language teaching and view songs as a significant didactic tool that should be employed in EFL classes. Regarding the utilization of music and songs in the context of Covid 19 pandemic, teachers did not face any difficulties during online learning, on the contrary the music activities kept the enthusiasm alive and made learning interesting and fun. However, during face-to-face learning, the pandemic has affected the employment of songs in the English language classes as the students have to use hand sanitizers all the time and wear masks while singing songs. Teachers have also restricted the movement and group work which might have sought the touching of hands with one another and so on.

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.

Analysis of Item Writing Flaws in a Communications Skills Test in a Ghanaian University

Adhering to the rules governing the writing of multiple-choice test items will ensure quality and validity. However, realizing this ideal could be challenging for non-native English language teachers and students. This is especially so for non-native English language teachers because developing test items in a language that neither they nor their students use as their mother tongue raises a multitude of issues related to quality and validity. A descriptive study on this problem was conducted at a Technical University in Ghana which focused on item writing flaws in a communication skills test. The use of multiple-choice test in Ghanaian universities has increased over the last decade due to increasing student intake. A 20-item multiple-choice test in communication skills was administered to 110 students. The test items were analyzed using a framework informed by standard item writing principles based on the revised taxonomy of multiple-choice item-writing guides by Haladyna, Downing and Rodriguez (2002). The facility and discrimination index (DI) was calculated for all the items. In total, 60% of the items were flawed based on standard items writing principles. The most violated guideline was wording stems negatively. Pearson correlation analysis indicated a weak relationship between the difficulty and discrimination indices. Using the discrimination indices of the flawed items showed that 84.6 % of them had discrimination indices below the optimal level of 0.40 and above. The lowest DI was recorded by an item with which was worded negatively. The mean facility of the test was 45%. It was observed that the flawed items were more difficult than the non-flawed items. The study suggested that test items must be properly reviewed before they are used to assess students’ knowledge.

A Study of Communicative Strategies of Thai and Filipino Teachers of English

There are many non-native English language teachers communicating with each other on a daily basis in English. The communicative strategies of non-native English language teachers can be easily identified. This study investigated the communicative strategies used by Thai and Filipino teachers. This research focused on the teacher’s interaction, the framework of communicative strategies of ASEAN English as a Lingua Franca (ELF) speaker, and the lack of studies in communicative strategies. In addition, the study aimed to investigate the significant relationship and communicative strategies between intercultural teaching personnel. The population sample consisted of Thai and Filipinos teachers who provide classroom instruction in English. The research tools used to collect data included a questionnaire, observations during two pair speaking tasks, and a Jigsaw task. A stimulated recall interview was performed after the tasks. All conversations and interactions were recorded and then transcribed. The results revealed that as listeners, “Listen to the message” was ranked the highest among the communicative strategies used by both the Thai and Filipino teachers. “Non-verbal language” was ranked the highest for the Thai teachers; while, “Persuasion” was most frequently used by the Filipino teachers. A Chi-square test showed that there was a statistically significant relationship between communicative strategies used by the Thai and Filipino teachers. Based on the findings of the study, communicative strategies identified in this study should be incorporated into English curriculums and English language teaching in Thailand. Educators, teachers, and non-native English learners should adopt these communicative strategies to promote mutual understandings in the ELF context.

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.

The Future of Nonnative Teachers of English

This paper discusses nonnative teachers of English who are often claimed to be less competent and qualified compared to their native counterparts. The aim of this paper is to elaborate that the identity of the teachers of English shall no longer be problematic in a matter of English Language teaching profession. The literature-based methodology was employed in this paper. The discussion is divided into two sections; the first part discusses the status and identity of nonnative English-speaking teachers and the second part delineates the actions for self-confidence of nonnative teachers of English as an international language. To conclude, Teaching English must emphasize on the teacher’s quality of the English teaching competence rather than the irrelevant nonnative identity. Furthermore, actions need to be executed by Nonnative English-speaking teachers (NNESTs) to enhance their performance in English language teaching in order to increase their self-confidence of their status in ELT and to be able to internationally compete.

Perceptions with Non-English Educational Background Competence in English Teaching

This research's purposes were: (1) exploring the perceptions of non-English teachers in teaching English at IAIN Manado; (2) assessing the ability of non-English teachers to attain IAIN Manado student qualifications. This study uses a mixed research method based on an exploratory sequence. The research was conducted using IAIN Manado Purposive sampling technique, and the researcher determined the research object by specific criteria. The study results show: (1) They loved how a non-English professor teaches English. They say that if a non-English teacher is amiable in teaching, he often motivates students to learn English. They also value non-English-based lecturers. Students also actively follow teaching and learning activities, (2) Student evaluations also were found in pre-test and post-test data when post-test ratings were increased, with 7 (41.17%) having an average value, 5 (29.42%) with good ratings, 4 (23.0%) with poor scores, and 1 (5.89%) with very good ratings. This means a significant increase in English language learning by non-English lecturers.

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.

“WE-PRACTICES WILL HELP BUILDING OUR NNETs IDENTITIES”: STUDENT TEACHERS’ WE-AWARENESS

The research explores Bangladeshi student teachers’ perceptions about World Englishes (WE) and integrating them into the instructional process. It analyses the teacher learners’ attitudes towards the standard and local varieties of English as a learning goal. Data were obtained from 148 teacher learners pursuing masters in applied linguistics & ELT at a public university. A survey consisting of two demographic and four Likert scale items were used to collect quantitative data on the participants’ WE-awareness. Six respondents participated in the online semi-structured interviews to inform about their perceived values and roles of World Englishes in EFL pedagogies. Results show the student teachers are unaware of WE and its increasing acceptance worldwide. Many participants hold exonormativity about the traditional British varieties despite supporting the integration of local English types in the classrooms. However, having attended a WE-awareness session before interviews, the respondents acknowledge about an impractical and invisible colonial impact on teachers’ mindsets. WE-awareness can promote the use and acceptance of local varieties by constructing the non-native English teachers (NNETs) and ELLs’ identities. Effects of gender and curricula on these perceptions have also been observed. The research calls for integrating WE-awareness into the university teacher preparation curricula to decolonize those.

Toward An Understanding of Plurality: A Case Study of Teaching and Learning English as an International Language (EIL) Approach in an Indonesia Senior High School

In this research study, there were 6 English teachers and two classes (Grade 1 and Grade 2, approximately with 60 students) were interviewed designed to gain an understanding of both English teachers and students’ perspectives on English as international language (EIL). There is a hegemony concepts about English perspective impart among the students and the teachers in this research community, that is native norm is the center, the most prestigious, endowed with a sense of authenticity and authority. These issues make them afraid to make any risk, little faith to apply EIL that created two different worlds of English standard and nonstandard English. From the result of the study, there are some pedagogical Implications of EIL Teaching Approach Contribution in Indonesia. They are EIL teaching required change of mind set in terms of understanding EIL model, the history and English today, and empowering Nonnative English teachers and general Public.

Self-reported teaching effectiveness and job satisfaction among teachers: the role of subject matter and other demographic variables

The pivotal responsibility of educating and nurturing students in any society is on the shoulders of teachers, whose knowledge, affection, and commitment exert a great influence over students' lives. Therefore, attending to teachers' emotional state and satisfaction with their profession is crucial. This study was therefore undertaken to investigate the relationship between Iranian English and nonEnglish teachers' job satisfaction and their teaching effectiveness. The relationship between these teachers' job satisfaction and their demographic background (e.g. teaching experience and gender) was also scrutinized. Using convenient sampling, 173 English and nonEnglish teachers were selected to participate in this research. In order to collect data, Kulsum (2000) Teacher Effectiveness Scale and Lester's (1987) Teacher Job Satisfaction questionnaire were used. The results revealed a positive correlation between teachers' job satisfaction and teaching effectiveness and this held true for both English and nonEnglish teachers. For policy makers and stakeholders in education, this study underlines the significance of addressing teachers' needs and their challenges to promote their job satisfaction.

BLENDED LEARNING STRATEGY: ALTERNATIF PEMBELAJARAN TOEFL BAGI GURU-GURU MGMP NON-BAHASA INGGRIS

The importance of English proficiency for non-English MGMP teachers cannot be overstated. In order to receive an appropriate score for further studies or other reasons, they must be able to answer the Test of English as a Foreign Language (TOEFL) questions correctly and properly. One of the challenges for Non-English MGMP teachers in answering TOEFL questions is that they do not know the format of the questions in the exam, as well as the time constraints to learn about TOEFL because most of them are already busy with their daily work, namely teaching. Based on current issues, the use of suitable Learning Media is a solution for learning TOEFL with the assistance of teachers who can direct them to learn effectively and efficiently. To address these issues, the Blended Learning TOEFL implementation is the best approach for learning TOEFL for Non-English MGMP Teachers. This is accomplished by integrating face-to-face and online learning methods.

Revealing Pre-service Teachers’ Reading Skills by Utilizing CEFR in their Self-assessment

An English teacher should meet the standard English skills requirement since proficiency constitutes the foundation of non-native English teachers' professional confidence. This research aims to measure the pre-service teachers’ reading skills by using CEFR level and to investigate pre-service teachers’ awareness regarding their reading skills as their preparation as future English teachers. The study involved 40 (forty) students from the English program in a private University in Yogyakarta, and used Descriptive Mixed method to collect the data. The researcher used the questionnaire for the students' self-assessment, and the EF SET test to assess their reading skill level. The result of the questionnaire obtained shows 20% of students are in level A1, 25% are in level A2, 25% are in level B1, 12% are in level B2, 10% are in level C1, 8% are in the level C2). The test result shows 17% of the students are in level A1, 25% in level A2, 25% in level B1, 20% are in level B2, 8% are in level C1, and 5% are in the level C2. Six students joined the survey, of which 3 (three) rated themselves at a reading level above the result obtained on the test, and 3 (three) others rated themselves at a level lower than the result they got on the test. The result of this research showed that pre-service teachers should improve in English language proficiency and self-assessment. This knowledge expects to be used as information to those involved in the Educational field.

ESL students’ reverse linguistic stereotyping of English teachers

AbstractReverse linguistic stereotyping (RLS) has been shown to affect students’ attitudes towards non-native teachers as well as their performance and retention of information. This study investigates ESL students’ preconceived ideas about non-native English teachers. Seventy-one students enrolled in an intensive English programme at a southwestern university in the United States listened to two speech samples produced by an advanced non-native speaker. Using a matched guise technique, students were led to believe that there were two speakers: a Caucasian teacher and an East Asian one. Students showed proclivity to RLS as measured by their speech evaluations, their comprehension scores, and their teaching competence ratings. These findings help better understand learners’ perceptions of language proficiency and teaching competence of a non-native teacher in the context of globalization.