Abstract
Native English Speaker Teachers versus Non-Native English Speaker Teachers in King Khalid University: Myths and Realities A small number of studies have addressed the debate comparing native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs). However, most of the studies focused on teacher rather than student opinions. The present study examine ESL Saudi students� perceptions of NEST and NNEST professionals/teachers in King Khalid University - to ascertain whether they are negative as many administrators believe, or more positive as found in recent academic research. A total of 60 Saudi students were asked to participate in this study. They registered in an intensive English course for medical science students, at King Khalid University in Saudi Arbaia. The data were collected by asking students to write their opinions to a stimulus question. Their responses to the question were analyzed using a discourse analytic technique. The results of analysis indicated the following main findings: 1) NESTs emerged as superior in the teaching of oral skills (Speaking and Pronunciation). 2) NNESTs received the highest praise for their grammar teaching skills in the �linguistic factor� group. 3) There is a clear preference for NNESTs at all level of personal factors (Experience as a L2 learner and Affect ). The majority of the participants, although they see and acknowledge NNESTs� strengths, prefer attending classes taught by native speakers. native speakers seem to maintain an advantage over their non-native counterparts. More attitudinal research needs to be conducted to determine what specific
Author Information
Merzin Awdah Alshahrani, King Khalid University, Saudi Arabia
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