Decoding the Myths of the Native and Non-Native English Speakers Teachers (NESTs & NNESTs) on Saudi EFL Tertiary Students

Autor/inn/en	Alghofaili, Noor Motlaq; Elyas, Tariq
Titel	Decoding the Myths of the Native and Non-Native English Speakers Teachers (NESTs & NNESTs) on Saudi EFL Tertiary Students
Quelle	In: English Language Teaching, 10 (2017) 6, S.1-11 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Misconceptions; English (Second Language); Second Language Learning; Second Language Instruction; Native Speakers; Learning Processes; Foreign Countries; Language Teachers; Questionnaires; College Students; Teacher Qualifications; Teacher Characteristics; Teaching Experience; Teacher Competencies; Native Language; Pronunciation; Personality Traits; Classroom Communication; College Faculty; Saudi Arabia + Suchen Sie Ihr Suchwort? Missverständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Muttersprachler; Learning process; Lernprozess; Ausland; Language teacher; Sprachunterricht; Fragebogen; Collegestudent; Lehrqualifikation; Lehrkunst; Aussprache; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Klassengespräch; Fakultät; Saudi-Arabien
Abstract	Many people believe the myth that being taught by a native speaker is the best way to learn a language. This belief has influenced many Saudi schools, language institutes, and universities to include the nativeness factor as part of a language instructor's job requirements. Using an open ended questionnaire, this study aims to investigate the impact of native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) on EFL university Saudi students. It also explores how the teachers' background and accents influence the students' achievement in terms of the development of their language skills. The participants are students who are in their preparatory year program at King Abdulaziz University in Jeddah taught by NEST and NNEST. The findings of the study indicate that teachers' nativeness and backgrounds have no significant effects on the EFL Saudi students' learning processes. However, a few factors have been detected that play roles in supporting EFL learning, which can be summarized as follows: 1) Teachers' competence and experience are what make the teachers qualified, regardless of their nationalities. 2) Teachers sharing the students' L1 play positive roles in the EFL learning process. 3) The teacher's accent has an effect on students, which might hinder the learning process in the case of an unfamiliar accent. 4) The teacher's personality is more involved in the classroom communications and interactions than is the teacher's nativeness. Based on the findings of this study, implications are made on the topic of the effect of NEST and NNEST on EFL learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01