Non-native English Language Teachers Research Articles

Right mix of chalk and emotions: Impact of emotions of nonnative English-language teachers on pedagogical practices

Right mix of chalk and emotions: Impact of emotions of nonnative English-language teachers on pedagogical practices

The effect of video podcasts on learning English proverbs by Iranian EFL learners

The question of whether podcasting affects the processes of teaching and learning English language has been extensively studied in recent years. However, there are a limited number of studies on whether video podcasts can affect learning English proverbs. The current study investigated the effectiveness of video podcasts in terms of learning English proverbs in a non-native environment. The participants of this study were 31 undergraduate students majoring in English Language and Literature at Yazd University who had enrolled in a course entitled “Listening and Speaking.” They were randomly divided into two groups namely control group and experimental group. A pre-test was given to both groups before the intervention sessions. The control group was taught based on the traditional approach, and the experimental group was taught based on video podcasting. Following 5 weeks of the intervention, all the students in the two groups were given a post-test. The results of the post-test revealed that the students in the experimental group performed much better in comparison to the students in the control group. Preliminary results of this study can increase nonnative English language teachers’ awareness of using technology in their classes with respect to teaching English proverbs. Also, immigrants who intend to learn English language and culture can benefit from the findings of this research.

A critical discourse analysis of social and structural inequalities that exist between NET and NNETs in South Korea's English Hiring Market

English has become a crucial aspect of South Koreans' lives, and there exists a transnational linguistic market where English is a highly prized commodity. Private and public academic institutions, as well as national English programs, make significant financial investments to find Native-speaking English Teachers (NETs) to work in South Korea. Previous studies have revealed employment decisions for EFL teachers in Asia are frequently influenced by a candidate's “nativeness” as opposed to their professional accomplishments, such as their teaching experience and academic credentials. The NETNNET dichotomy in the EFL area is very problematic as it fosters discriminatory practices, yet little is known is known how these tensions play out in the South Korean context. By employing Norman Fairclough’s three-dimensional CDA framework, this paper seeks to critically examine the discourses surrounding the native and non-native English language teachers are constructed in the Korean English market. This paper identifies how relations of inequalities, power, and domination are reproduced or produced in discourse. Data include analysis of the texts in hiring advertisements for English language teachers in South Korea. Through CDA, I sought to reveal and confront dominant ideologies and discourses reflected in the texts. This paper concludes with suggestions on how to challenge the inequitable practices and policies widely present in the South Korean English market.

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers.

Studies examining students' academic literacy development have received increasing attention in the past two decades, with exponential growth in the literature since 2010. Despite this, there have been relatively few empirical studies on novice teachers' academic literacy learning process and the construction of teachers' professional identities. To address this issue, this study employed a longitudinal narrative inquiry to trace and evaluate the professional identity construction of two Chinese novice language teachers as they developed academic literacy in their master's and doctoral programs in the United States. The study adopted a Community of Practice (CoP) framework and drew upon various data sources, such as both novice teachers' coursework, reflection journals, statements of teaching philosophy, and other supplementary documents, to evaluate how each participant was socially engaged (or disengaged) in a new language education community and how they developed professional identities as language teachers in this process. The findings indicate that the pedagogical knowledge and theories acquired by both participants during their graduate studies informed their teaching methods and promoted their development of a researcher-teacher identity. In addition, the longitudinal data allowed for tracking changes in both participants' self-efficacy and emotions. While the stories of both novice teachers described the evolution of their teaching beliefs throughout their graduate studies, their narratives also highlighted a lack of micropolitical literacy training at the graduate level. This study contributes to our understanding of the connection between academic literacy development and the formation of teacher professional identity by shedding light on novice language teachers with a non-native English-speaking background. The implications for future research are also provided.

Malaysian English Language Teachers’ Willingness, Readiness, Needs and Wants to Develop Graphic Oral History ELT Materials

Non-native English language teachers have long been de-professionalized being adopters of preponderant globalized English language teaching (ELT) coursebooks that offer an insignificant contribution to their students’ English language learning. This has spurred the design of the “Innovations in Materials Development” (IMD) module to train Malaysian English language teachers in developing graphic oral history ELT materials. This study reports on the initial (needs analysis) phase of the instructional design of the module; not only did the researchers examine the teachers’ willingness and readiness to develop their ELT materials, but they also investigated the teachers’ needs and wants to inform the design of the module. Qualitative findings from in-depth semi-structured individual interviews with five Malaysian in-service English language teachers showed that the teachers are willing to adopt the materials developer role; however, they are not ready as they lack ELT materials development experiences and training. In the context of the prospective module, they need training comprising ELT materials development principles and oral history and graphic novels as pedagogical tools. Moreover, the teachers expressed that they want the training to be practical and to involve group work, guidance, and materials samples. These findings established the need for the IMD module and helped the researchers identify and formulate the specific needs and wants of the teachers for the training to be efficient.

Critical Analysis of Cultural Values and Traditions Represented in North Star English Course Book

This study reports the findings of a mixed method critical study of non-native university English language teachers’ perceptions about cultural values and traditions represented in North Star English course book (advanced level), published by Pearson. The sample consisted of 35 male teachers who had experienced teaching the course book under investigation used at an English language institute in one of a Saudi Arabian university. In this study, a combined dataset questionnaire was used to collect data. Findings revealed that the participants had a negative perception towards the cultural models and traditions represented in the course book. More specifically, they were not adequately designed to suit the Saudi cultural background, local cultural norms and traditions. Moreover, the participants indicated that the course book failed to embody the international cultures of English speakers. The study recommends adopting new cultural policies which consider incorporating both the local as well as international cultures and traditions of speakers of English.

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

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

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.

Novice Non-Native English Language Teachers’ Imaginary and Actual Decision Making and Pedagogical Reasoning: Student and Personal Features (Research Article)

Two of the central concepts in teaching skills are decision making and pedagogical reasoning. Taking benefit from the dearth of studies on teachers’ actual or real-world decisions, this study aimed to respond to this invitation by keeping track of novice Iranian English as a foreign language (EFL) teachers’ decisions in two different times using six research-oriented teaching scenarios reflecting the student and personal features. Furthermore, their pedagogical reasoning was also attended to once through their responses to imaginary teaching scenarios and once through their actual classroom decisions. The participants comprised of ten novice Iranian EFL (six female and four male) teachers with an age range of 19 to 25 and a male experienced teacher, aged 30, who acted as a researcher-as-participant and was only accountable for the novices’ real-world reasoning. The data were collected through utilizing a total of six teaching scenarios, classroom observation, and video stimulated recalls. The findings, obtained through conversation analysis and pertinent vignettes and excerpts, revealed that the participants underwent a change in their decisions in two of the three scenarios reflecting the student features, while an approximate conformity could be observed in all scenarios mirroring personal features. It was revealed that whenever the teachers’ reasoning changed, their decisions underwent some changes as well. In addition, the findings showed that the flow of conversation in the classroom could be strongly influenced by the teachers’ decisions. A number of implications and recommendations for further research are also pinpointed.

Triggering effect of CLIL practice on English as a lingua franca awareness

AbstractThe present study explores whether/how CLIL practice at primary English language classrooms raises English language teachers’ awareness towards their language use from an English as a lingua franca (ELF)-aware perspective. English language teachers in a CLIL program completed a survey about their classroom practice and their opinions about their English language use in the classroom. They also shared their lesson plans to showcase their everyday teaching. The findings revealed that although CLIL practice presented challenges for language teachers, their experience enabled participants to conceptualize themselves as ‘competent English language users’ instead of non-native English language teachers. Moreover, the findings suggested that teachers’ CLIL experience enabled them to become aware of the three major components of ELF awareness; namely, awareness of language and language use, awareness of instructional practice, and awareness of learning.

A Gender-Based Analyses of Saudi Freshmen Perceptions Regarding English Language Teaching Effectiveness of Native and Non-Native English Language Teachers

The study in hand is a gender-based comparative analyses of Saudi freshmen regarding the effectiveness of native and non-native English language teachers (NELTs & NNELTs hence after). Relevant research studies have been consulted to develop a questionnaire to generate data. Relevant steps have been followed to determine its face validity and reliability. It was a quantitative study and the participants responded to a two-point selfdeveloped questionnaire. Independent-samples T-test has been run to test the hypothesesset for this study and collect descriptive data to answer the research questions. The data have reported that female participants of this survey favored NNELTs more as compared to the male participants but the difference in their perceptions for majority of items in all three categories of the questionnaire was not statistically significant. Null hypotheses have been partially rejected as majority of the questionnaire items do not report statistically significant differences along gender lines. The results also reveal that the participants of this survey have preferred NELTsthe most for teaching and assessment skills, professional attitudes and professional skills. The results have also indicated that NNELTs have been favored in teaching and assessing grammar and reading, providing relaxed atmosphere, using innovative strategies, motivating their students to learn, behaving in a more responsible manner, responding to their students questions better, understanding their students’ learning difficulties, understanding their students’ learning styles and preparing their students for independent learning. The findings of this empirical survey seem to suggest that both groups of English language teachers have their own strengths which bear positive overbearing in effectiveness ELT.

Probing into EFL Teachers’ Assessment Literacy and Teaching Experience: The Case of Native ESL and Non-native EFL Teachers

The present study was an attempt to extend our knowledge on the perspectives of English language native and non-native teachers about assessment literacy. Furthermore, it was intended to find if there was any significant relationship between native and non-native English language teachers’ perceptions regarding assessment literacy and their experience. To achieve such goals, a mixed methods design was utilized. In the quantitative phase, Classroom Assessment Literacy Inventory developed by Campbell and Mertler (2004) was utilized which consisted of five scenarios. Through a combination of availability sampling and snowball sampling procedures, the researcher either distributed the questionnaire among 100 native and non-native English teachers or sent it by E-mail to them. In the qualitative phase, a semi-structured interview was selected as a qualitative tool for collecting data. To this end, 10 teachers volunteered to take part. Based on the quantitative findings, there was a positive relationship between native English language teachers’ perceptions regarding assessment literacy and their experience. However, there was not any significant relationship between non-native English language teachers’ perceptions regarding assessment literacy and their experience. Based on the qualitative results, seven codes were classified according to three themes, namely, assessment assumptions, assessment targets, and professional development. These seven codes were classroom observations, assessment consistency, formative assessments, summative assessment, higher-order thinking skills, lack of assessment literacy of coursework, and lack of technology assessment literacy. Thus, it is concluded that teachers should assume the role of classroom observation and consistency of the assessment as two major assumptions of assessment.

Persian-Speaking Teachers’ Perspectives on Methods and Materials for Teaching English as an International Language

Despite the global spread of English, it seems that voices from Persian-speaking teachers concerning English as an international language (EIL) teaching methods and materials are underrepresented. The present study set out to explore how nonnative Persian-speaking English language teachers respond to the increasing global dominance of EIL and native- and non-native-speakers’ language norms within the general paradigm of ELT. Questionnaires and interviews were used to explore 210 teachers’ beliefs about language teaching materials and methods in the context of EIL. Findings showed that the teachers noticed the need to expose English language learners to both native and nonnative varieties of English. Furthermore, the teachers acknowledged the significance of using standard English for language instruction. They seemed to be open to nonnative varieties of English, as they expressed their concern for what is communicatively acceptable. Findings contribute to our understanding of requisite language pedagogy in the EIL context.

Critical Views on Implementing English Language Teaching Curriculum with Native & Non-Native English Language Teachers

Despite the non-native English-speaking professionals’ movement which has started more than twenty years ago; native and non-native dichotomy is still considered to be the major paradigm for exploring English language teachers’ identity development. According to the researchers however, this act of categorizing people based on their language orientation is symbolic and used to produce discursive unity within a greater diverse group ( Blackledge & Pavlenko, 2001). And we need to inspire and promote users’ appropriation of English so that, speakers of English may take ownership of the language (Phan, 2009). ELT curriculum which is the tip of the ice-burg of this immense phenomenon, reflects stake-holders’ perception about native or non-native teachers. Drawing on literature from the field of English language teaching and theories of sociology this article attempts to present a contextual understanding of this crucial debate and goes further to suggest some steps. https://doi.org/10.26803/ijlter.18.7. 13

EFL teacher burnout and self-assessed language proficiency: exploring possible relationships

Although teacher burnout has drawn the attention of many researchers, there is little empirical evidence for the contribution of non-native English language teachers’ language proficiency level to their experience of burnout. To address this significant gap, the present study examined the relationship between English as a foreign language (EFL) teachers’ self-assessed language proficiency and their experience of burnout. Research has indicated that personal resources of teachers can function as protectors against their experience of burnout. Thus, it was assumed that investigating how EFL teachers’ level of burnout can be reduced through language proficiency as a personal resource can cast a new light on the role of personal resources in reducing teachers’ experience of burnout. To this end, data were collected from 110 Iranian EFL teachers who were teaching in private language institutes through the Maslach Burnout Inventory - Educator Survey and Iranian EFL Teacher Self-Reported Language Proficiency Scale. The correlational analysis revealed that language proficiency had a significant negative relationship with the emotional exhaustion and depersonalization dimensions and a significant positive relationship with the personal accomplishment dimension of burnout. The results of regression analysis also indicated that, except for the reading subskill, all the other proficiency subskills were the best predictors of the different dimensions of burnout. Based on the findings of the current study, some pedagogical implications and research suggestions were also proposed.

Perception of the attitudinal function of intonation in responding to Yes/No questions: A study of non-native English language teachers

This study highlights the importance of intonation and its function for intelligibility in communication, particularly amongst teachers in ESL classrooms. It was carried out to ascertain non-native English language teachers’ awareness of the attitudinal functions that intonation carries in responding to yes/no questions. Thirty Malay English language teachers working in a language centre were taken as the sample. Two different tasks, a listening test and an open-ended questionnaire, were provided to test their knowledge and perception of the attitudinal functions of intonation with regards to the responses given to yes/no questions. The findings from this study suggest that these teachers demonstrated an intermediate level of knowledge about intonation and its attitudinal function. However, they were in agreement about the importance of intonation for communication in classrooms, with students from various cultural and linguistic backgrounds. The implication of this study is that teachers should provide students with sufficient exposure to the proper use of intonation in order to avoid miscommunication. Students must be made aware that correct intonation facilitates correct interpretations.

English Language Learners' Opinions of EFL Native and Nonnative Teachers

This paper aims at finding out the opinions of Kurdish English language learners of their native – nonnative teachers of English as a foreign language; identifying which group of teachers is more useful to them ; native or non-native English language teachers and in which language skills. The study has hypothesized that Kurdish university students show positive beliefs of native English language over nonnative English language teachers.In order to validate the objectives and hypotheses of the study, a questionnaire consisting of (14) items that included (9) general items and ( 5) items on the teaching of each of the following language skills grammar; vocabulary; pronunciation; listening ; reading and speaking was given to one hundred students studying English at four private universities in Kurdistan of Iraq. SPSS V.22 ( Statistical Packages for Social Science ) was used to determine the significant differences between native English language teachers and nonnative English language teachers of English as a foreign language as perceived by students at all levels of language learning skills item by item for all the (14 )items used. The ANOVA 1 test was used to determine the difference and significance of the dimensions of the study. The study has revealed that, in general, students significantly preferred to have native English language teachers more than nonnative English language teachers. However, students significantly preferred nonnative English language teachers to native English language teachers in teaching them grammar. On the other hand, students thought that native English language teachers were better than nonnative English language teachers in teaching them speaking, pronunciation, vocabulary and listening.