Exploration of Native Speaker Teachers and Non-native Speaker Teachers Within the English Learning Communication

Abstract

The present research zeros down to the unending and much-debated topic of native speaker teachers (NST) and non-native speaker teachers (NNST). Nonetheless, this critical debate has always revolved around English language teaching (ELT) and fails to look at the different attitudes and preferences between the two sets of teachers in the ETL frameworks and how that impacts students’ understanding; an area this paper attempts to explore. The study administered questionnaires to extract an understanding of perceptions of the influence of NS/NNS teachers at Japanese universities. The population to whom the questionnaires were administered encompassed students enrolled in English communication courses. The findings are enlightening; although a clearer student preference for NS teachers in language lessons was evident, students' attitude is ambiguous and not explicit. Instead, variant themes are seen, including conflicting expectations from teachers by students, optimistic attitudes towards a blend of NS/NNS teachers, and the connection between language learning goals and NS/NNS teacher combination. The results are that a blend of NS and NNS teachers’ best suits students’ learning needs.



Author Information
Lidija Elliott, Nagoya University of Foreign Studies, Japan

Paper Information
Conference: ACE2022
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)

This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Elliott L. (2023) Exploration of Native Speaker Teachers and Non-native Speaker Teachers Within the English Learning Communication ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2023.2
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.2


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Posted by James Alexander Gordon