Non-native English As A Foreign Language Teachers Research Articles

Understanding Nonnative University EFL Teachers’ Professional Anxiety and Their Emotion Regulation Strategies

Based on an in-depth semi-structured interview method, this study explored sources of nonnative university English as a Foreign Language (EFL) teachers’ professional anxiety and relevant emotion regulation strategies in a Chinese context. Participants mostly suffered from academic promotion anxiety, followed by research anxiety, teaching anxiety, and anxiety about English language proficiency and knowledge. To overcome this negative emotion, participants adopted two families of emotion modifications: response-focused regulation strategies including coping, expressive suppression, and communication, as well as antecedent-focused regulation strategies comprising cognitive reappraisal and distraction, with the former outweighing the latter. Findings revealed the complexity of nonnative university EFL teachers’ professional anxiety and cultural differences in emotion regulation strategies.

Non-native EFL teachers’ email productionand perceptions of e-(im)politeness

AbstractThe present study investigates the nature of email requests to faculty produced by non-native speaker (NNS) teachers of English as a foreign language (EFL), the importance attached by these teachers to linguistic forms designed to achieve email politeness and status-congruence, and the extent to which perceptions and evaluations by the NNS teachers and native-speaker (NS) lecturers might differ with regard to these emails. The study found that the non-native speaker teachers (NNSTs) evidenced a developed sense of sociopragmatic knowledge in high imposition L2 requests for action, and employed politeness strategies that were indicative of a concern to maintain social and face relationships in virtual consultations. It is argued that despite their advanced English language proficiency, the teachers’ reliance on directness, excessive formality, and lengthy grounders could still put them out-of-status and render their emails as pragmatically inappropriate. The study further confirmed significant differences in how the two groups perceive appropriateness and politeness in direct and unmodified student email requests to faculty. Overall, while the NSs judged the emails primarily according to their content and, to a lesser extent, according to their form and framing devices, the NNSTs focused almost exclusively on form and framing devices (in/formality, in/directness, nature and extent of mitigation, opening/closing moves, forms of address).

Relationships among students’ perceptions of native and non-native EFL teachers’ immediacy behaviours and credibility and students’ willingness to communicate in class

ABSTRACTThe present study examined students’ perceptions of immediacy behaviours and credibility of their teachers as well as their willingness to communicate in class, in the South Korean context, with undergraduate English as a Foreign Language (EFL) learners. Participants were 252 undergraduate Korean students enrolled in a mandatory English conversation course, and they were exposed to either native or non-native English-speaking instructors. The two groups exposed to different types of teachers were asked to complete a questionnaire on teacher immediacy, credibility, student willingness to communicate in English, and self-rated English-speaking ability around the end of the semester. Results indicated that sub-components of teacher immediacy and credibility were positively and significantly correlated with each other in both groups. Further, for the participants who had native and non-native English-speaking teachers, different sub-components of teacher immediacy and credibility were found to be related to the participants’ willingness to communicate in English during class.

Nonnative EFL Teachers’ Speaking Anxiety: Post-Communist Country Context

The current study aims to fill the gap in the current literature by focusing on the wide scale of nonnative English as a Foreign Language (EFL) teachers’ perceptions and opinions in the specific context of a post-Communist country. It focuses on the link between five demographic variables (age, the length of English language study, English teaching experience, stay in English-speaking countries, and the intensity of communication with English native speakers) of Slovak EFL teachers and their English speaking anxiety (ESA) and English speaking quality (ESQ). The teachers’ self-perceived causes, consequences, factors, and needs concerning their ESA were also detected. Data were collected by both qualitative methods (questionnaire and interview) and quantitative methods (scale and test). The correlation analyses revealed a negative relationship between most variables and teachers’ anxiety and a positive relationship between their age and anxiety. Both qualitative and quantitative results reflect the specifics of teaching EFL in a post-Communist country.

An Exploration of the Concept and Practice of Co-teaching in Public Secondary School EFL Classes in Benin

Across Asia, in countries such as Japan, Korea, Taiwan, China, and Hong Kong, the practice of the Co- teaching model within English as a Foreign Language (EFL) classrooms has proved beneficial for both educators and learners. In those countries, having both native and non-native EFL teachers to develop and carry out lesson plans offers a great opportunity to build local teachers’ capacities and promote cultural exchange between teachers and within the classroom. For learners, the co-teaching model gives the possibility to hear pronunciation, as well as tones and rhythm, of a native speaker in English. While researchers have noted the benefits of this strategic approach in both teaching and learning English as a foreign language, in those aforementioned Asian countries, they have failed to specify if the practice can be generalized to other EFL countries around the world. To my knowledge, no research has been conducted on co-teaching in Benin. To fill this gap, this study, through qualitative and quantitative methods, aims to shed light on the prospects and challenges of co-teaching in Beninese secondary schools. As the co-teaching practice in Benin is only done by US Peace Corps TEFL Volunteers, the target population has consisted of thirty of them and forty of their counterparts. Valuable data has been collected through class observations, interviews and questionnaires over a six-month period. The findings have shown that even though there are challenges, the approach of co-teaching used in Benin is beneficial to both the team teachers and their learners. Finally, the study suggests ways to maximize the benefits of co-teaching and a few strategies to cope with challenges.

Use of First Language in the Classroom: Non-Native EFL Teacherss Beliefs in Teaching English to Adult Learners in Bilingual Context

This study aims to investigate the perspectives of non-native English as a Foreign Language (EFL) teachers across mother tongue and gender, and their male and female adult students, regarding the use of Arabic in the EFL classrooms at the university level in Saudi Arabia. The study specifically seeks to investigate the perspectives of non-native Arab and non-Arab EFL teachers as they, working in the native Arab setting, often resort to Arabic (Al-Nofaie, 2010; Machaal, 2012). However, there are glaring research gaps about non-native EFL teachers’ and adult learners’ beliefs on the use of first language (L1) in the classroom. For this purpose, the study used quantitative research design, and administered two questionnaires, one for the teachers and the other for the students. Students’ questionnaire complemented that of the teachers. Forty teachers and sixty students were selected based on stratified random sampling. The findings of the study revealed that all camps of teachers, Arab, non-Arab, male, female, and students were in favor of judicious bilingual approach. The study finds statistically significant difference between the beliefs of Arab and non-Arab EFL teachers about the use of L1. The findings suggest that Arab EFL teachers’ use of Arabic is extensive, while non-Arab EFL teachers’ use of Arabic is well-timed. The study suggested practical implications for the improvement of English Language Teaching (ELT) in Saudi Arabia by recommending planned, occasional and judicious use of L1 while teaching EFL adult learners.

Use of First Language in the Classroom: Non-native EFL Teachers’ Beliefs in Teaching English to Adult Learners in Bilingual Context

This study aims to investigate the perspectives of non-native English as a Foreign Language (EFL) teachers across mother tongue and gender, and their male and female adult students, regarding the use of Arabic in the EFL classrooms at the university level in Saudi Arabia. The study specifically seeks to investigate the perspectives of non-native Arab and non-Arab EFL teachers as they, working in the native Arab setting, often resort to Arabic (Al-Nofaie, 2010; Machaal, 2012). However, there are glaring research gaps about non-native EFL teachers’ and adult learners’ beliefs on the use of first language (L1) in the classroom. For this purpose, the study used quantitative research design, and administered two questionnaires, one for the teachers and the other for the students. Students’ questionnaire complemented that of the teachers. Forty teachers and sixty students were selected based on stratified random sampling. The findings of the study revealed that all camps of teachers, Arab, non-Arab, male, female, and students were in favour of judicious bilingual approach. The study finds statistically significant difference between the beliefs of Arab and non-Arab EFL teachers about the use of L1. The findings suggest that Arab EFL teachers’ use of Arabic is extensive, while non-Arab EFL teachers’ use of Arabic is well-timed. The study suggested practical implications for the improvement of English Language Teaching (ELT) in Saudi Arabia by recommending planned, occasional and judicious use of L1 while teaching EFL adult learners.

Native vs. non-native EFL teachers: Who are better?

This paper discusses possible advantages of having Non-Native English-Speaking Teachers (NNESTs) to teach English as a Foreign-Language (EFL) especially in Asian countries when they are often regarded as inferior to their Native English-Speaking Teachers (NESTs) counterparts. A native speaker fallacy has emphasized that NESTs are better teachers of EFL and have put NNESTs at a disadvantage. Actually, NNESTs possess advantages that can make them better teachers for teaching English in an EFL/ESL setting connected with their own EFL learning experiences and with sharing the same first language and cultural background with their students. While considered to have lower English language proficiency and lower self-confidence compared to NESTs, NNESTs who have made the effort to become quality teachers can position themselves as ideal English teachers in their own environment.

Exploring the Construction of Professional Selves of Non-native EFL Teachers at a Saudi Arabian University

This study aims to investigate the factors that develop the professional identity of Pakistani English as a foreign language (EFL) teachers in Saudi Arabia. This study is unique in the sense that there has been hardly any systematic investigation that has considered the professional identity of Pakistani EFL teachers in Saudi Arabia. This study has two considerations: the way EFL teachers' selves evolve and the personal, professional, social and pedagogical factors constructing a teacher’s professional identity. This study was conducted at the English Language Institute of Saudi Arabian University and the study employed a quantitative survey method. The quantitative data was collected from 41 Pakistani EFL teachers by using an online questionnaire. The findings from the research revealed that a number of intrinsic and extrinsic factors develop the professional identity of Pakistani EFL teachers. Among these factors are the participants' pre-Saudi Arabia lives and the decision to become EFL teachers, the decision to come to Saudi Arabia, the impact of their overseas EFL experience, and the social influence on their own professional identity. Moreover, other factors that develop these teachers' professional identities are: being non-native, their views on continuing professional development (CPD), interaction with other EFL teachers, and their professional futures.

A Review and Research Methodology of Chinese University EFL Students’ Perspectives on Anxiety in Native and Non-Native English Speaker Classes

<em>The aim of this paper is to reveal how native and non-native speaker EFL (English as a foreign language) teachers influence students’ levels of Foreign Language Anxiety (FLA) in classrooms. Researchers in the area of second and foreign language acquisition have long been studying the role that anxiety plays among foreign language learners. Their findings are reported and analyzed in the first part of this paper. Then, research methodology is presented on two groups of students (180 in total) of whom 90 is in NS (Native Speaker) class and 90 in NNS (Non-Native Speaker) class taking English as a foreign language course for 4 hours a week at one university in China.</em>

Exploring the Construction of Professional Selves of Non-Native EFL Teachers at a Saudi Arabian University

This study aims to investigate the factors that develop the professional identity of Pakistani English as a foreign language (EFL) teachers in Saudi Arabia. This study is unique in the sense that there has been hardly any systematic investigation that has considered the professional identity of Pakistani EFL teachers in Saudi Arabia. This study has two considerations: the way EFL teachers' selves evolve and the personal, professional, social and pedagogical factors constructing a teacher’s professional identity. This study was conducted at the English Language Institute of Saudi Arabian University and the study employed a quantitative survey method. The quantitative data was collected from 41 Pakistani EFL teachers by using an online questionnaire. The findings from the research revealed that a number of intrinsic and extrinsic factors develop the professional identity of Pakistani EFL teachers. Among these factors are the participants' pre-Saudi Arabia lives and the decision to become EFL teachers, the decision to come to Saudi Arabia, the impact of their overseas EFL experience, and the social influence on their own professional identity. Moreover, other factors that develop these teachers' professional identities are: being non-native, their views on continuing professional development (CPD), interaction with other EFL teachers, and their professional futures.

A Qualitative Study on Foreign Language Teaching Anxiety

Affective constructs such as motivation, self-esteem, and anxiety play an important role in learning a foreign language. Scholars have conducted many studies to find out how these constructs affect foreign language (FL) learning. They aimed to find out how anxiety affects language learning, the sources of anxiety in FL learners, and how to overcome this anxiety. Teachers were offered various strategies to lower their students’ anxiety. Studies on Foreign Language (FL) anxiety mostly focused on the language learner. However, few studies investigated the anxiety experienced by teachers of English as a foreign language (EFL). This study aimed to investigate the factors that create anxiety in non-native EFL teachers while teaching the target language, English. Qualitative research design was used in this study. Data were collected through diaries and semi-structured interviews from 32 non-native EFL teachers. The data were analyzed manually using the content analysis technique. The results showed in which situations EFL teachers felt anxiety while teaching the target language. The analysis of the data resulted in 5 categories that can be sources of anxiety for EFL teachers while teaching the target language. Among these categories were making mistakes, fear of failure, and using the native language.

Perceptions of Non-native EFL Teachers’ on L1 Use in L2 Classrooms: Implications for Language Program Development

<p>The study of L1 (first language) use in L2 (second language) classrooms has long received attention in the literature. Despite the considerable amount of research that has been conducted on the phenomenon, the focus has often been on the advantages and disadvantages. Considerably, less research has been conducted regarding the non-native L2 teachers’ perceptions of when L1 use is required. More importantly, there has been little research on the limitations faced by non-native EFL (English as a Foreign Language) teachers because of the strong English-only policies they have to follow. The present study explored the perceptions of non-native EFL teachers’ towards the existing English-only policies in their institutions. The teachers’ perceptions of when L1 should or should not be used in L2 classrooms were also of interest. Fifty-four non-native teachers of EFL from English preparatory schools of four universities in Northern Cyprus participated in the study. Data were collected through semi-structured interviews. Analysis of the data indicated that all of the participating teachers were inclined to use L1 in their L2 classrooms for a variety of reasons. Further, it is found that teachers were affected negatively and were restricted in certain issues as a result of having to follow strict English-only policies at their institutions. Implications for program development are discussed here.</p>

Teachers’ Self-efficacy Beliefs and their English Language Proficiency: A Study of Nonnative EFL Teachers in Selected Language Centers

This study examined the efficacy beliefs of nonnative English speaking (NNES) EFL teachers in terms of personal capabilities to teach English as a Foreign Language (EFL) and their perceived English language proficiency in selected language centers in one Middle-East country. Data were collected through a survey administered to 187 teachers. A modified version of the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was used to assess efficacy for classroom management, student engagement, and instructional strategies. The results showed that the teachers’ perceived efficacy was positively correlated with self-reported English proficiency.

A Needs Assessment Interview: The Professional Development Needs of Non-native Speaking EFL Teachers in Thailand

This case study explored the support needs, in the areas of language proficiency and teaching methodology, of a group of Thai high-school English as a Foreign Language (EFL) teachers. What the teachers said they needed was explored by way of a semi-structured interview and a brief questionnaire (n=11). ‘Observed needs’, or what others might see the teachers as needing, were partially assessed using the multiple choice Teaching Knowledge Test (TKT) for all these teachers (n=11) and language scores from their English communicative performance in interview for a subset of them (n=7). It was found that all these teachers, in spite of being very well resourced compared with most Thai EFL teachers, still wanted more in-service training. More importantly, the teachers still had observable needs, of which they seemed largely unaware, with regards to both their English and their understanding of communicative lesson planning. These results suggest that while it is important to ask teachers what they need, they cannot tell us what they don't know, and more objective needs-assessment should also be conducted.

A Needs Assessment Interview: The Professional Development Needs of Non-native Speaking EFL Teachers in Thailand

Abstract This case study explored the support needs, in the areas of language proficiency and teaching methodology, of a group of Thai high-school English as a Foreign Language (EFL) teachers. What the teachers said they needed was explored by way of a semi-structured interview and a brief questionnaire (n=11). ‘Observed needs’, or what others might see the teachers as needing, were partially assessed using the multiple choice Teaching Knowledge Test (TKT) for all these teachers (n=11) and language scores from their English communicative performance in interview for a subset of them (n=7). It was found that all these teachers, in spite of being very well resourced compared with most Thai EFL teachers, still wanted more in-service training. More importantly, the teachers still had observable needs, of which they seemed largely unaware, with regards to both their English and their understanding of communicative lesson planning. These results suggest that while it is important to ask teachers what they need, they cannot tell us what they don't know, and more objective needs-assessment should also be conducted.

Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing

This study examined differences between native and nonnative EFL (English as a Foreign Language) teachers’ ratings of the English writing of Chinese university students. I explored whether two groups of teachers -expatriates who typically speak English as their first language and ethnic Chinese with proficiency in English -gave similar scores to the same writing task and used the same criteria in their judgements. Forty-six teachers -23 Chinese and 23 English-background -rated 10 expository essays using a 10-point scale, then wrote and ranked three reasons for their ratings. I coded their reported reasons as positive or negative criteria under five major categories: general, content, organization, language and length. MANOVA showed no significant differences between the two groups in their scores for the 10 essays. Chi-square tests, however, showed that the English-background teachers attended more positively in their criteria to the content and language, whereas the Chinese teachers attended more negatively to the organization and length of the essays. The Chinese teachers were also more concerned with content and organization in their first criteria, whereas English-background teachers focused more on language in their third criteria. The results raise questions about the validity of holistic ratings as well as the underlying differences between native and nonnative EFL teachers in their instructional goals for second language (L2) writing.