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in Teaching English as a Foreign Language (TEFL) Native and Non-Native English Speaking Teachers: Students’ Perceptions and Preferences

Name: in Teaching English as a Foreign Language (TEFL) Native and Non-Native English Speaking Teachers: Students' Perceptions and Preferences
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Department of Foreign Languages

Thesis M.A.

in Teaching English as a Foreign Language (TEFL)

Native and Non-Native English Speaking Teachers:

Students’ Perceptions and Preferences

Abstract

There has always been a controversy over the distinction between native and non- native English speaking teachers (NEST). Yet, the traditional view used to be that native teachers are the best options for teaching English. It seems that the role of non-native English speaking teachers (non-NEST) has become much more significant during the past decades and this is due to the growth of English as an international language (Todd & Pojanapunya, 2009). On the other hand, based on the researcher’s experience, the presence of native English teachers in Iran has raised the question of what learners think of these teachers’ teaching language skills and sub-skills. To find out learners’ perceptions of native and non-native English teachers, the present study selected 225 intermediate and upper-intermediate learners from different language institutes in Karaj and Tehran, Iran. The participants’ perceptions were elicited through a 30-item Likert-type questionnaire and semi-structured interviews. When the collected data were analyzed, using descriptive and inferential statistics, the results showed that the participants preferred native English teachers regarding teaching listening, speaking, and writing skills. As to the reading skill, there was a moderate preference for either native or non-native English teachers. In addition, the participants’ attitudes regarding the language sub-skills were collected and the results revealed that the participants’ preference for non-native English teachers as to teaching grammar was significant. However, the learners preferred to have native English teachers regarding cultural issues. The detailed results of data analysis regarding participants’ attitudes toward NESTs and non-NESTs, teaching language skills and sub-skills are further discussed.

Keywords: native English teachers, non-native English teachers, teaching effectiveness, accuracy, learners’ perceptions, attitude, preferences.

دسته: زبان خارجه, زبان خارجه برچسب: accuracy, attitude, Keywords: native English teachers, learners' perceptions, non-native English teachers, preferences., teaching effectiveness

توضیحات

Acknowledgements………………………………………………………………………………………… II

Abstract……………………………………………………………………………………………………….. III

List of Tables………………………………………………………………………………………………. IX

Chapter One: Introduction……………………………………………………………………………..1

Teaching Effectiveness………………………………………………………………………………… 2
Teaching Paradigms………………………………………………………………………………………3
Students’ Perceptions of Teachers…………………………………………………………………. 6
Elements of Effective Teaching…………………………………………………………………….. 7
Statement of the Problem……………………………………………………………………………… 9
Significance of the study……………………………………………….…….……10
Research Questions and Hypothesis…………………………………………….…11
Limitations and Delimitations of the Study………………………………………..13
Definition of Key Terms…………………………………………………….……..14
Organization of the Thesis…………………………………………………………15

Chapter Two: Review of Literature……………………………………………………………… 16

2.1. Overview ………………………………………………………………………………………………..17

2.2. Theoretical Background…………………………………………………………………………….17

2.2.1. Native Speakers as English Teachers……………………………………………………….17

2.2.2 Non-Native Speakers as English Teachers…………………………………………..19

2.2.3. Moving beyond Native speaker/Non-native Speakers …………………………21

2.3. Empirical Background ……………………………………………………………………………. 24

2.3.1 Native and Non-Native Speakers of English in ELT classrooms…………24

2.3.2 Team Teaching ………………………………………………………………………….32

2.3.3. Teachers’ Self-Perceptions…………………………………………………………… 37

2.3.4. Students’ Perception toward Native and Non-Native English Teachers.42

2.4. Summary…………………………………………………………………………50

Chapter Three: Methodology ……………………………………………………………………….51

3.1. Overview ………………………………………………………………………………………………..52

3.2. Participants……………………………………………………………………………………………..52

3.3. Instruments, Research Design and Methodology………………………………………….53

3.3.1. Instruments……………………………………………………………………………………..53

3.3.2. Questionnaire……………………………………………………………….53

3.3.2.1. Pilot Study and Reliability ……………………………………………………..54

3.3.2.2. Validity………………………………………………………………………………..55

3.3.2.3. Factor Analysis …………………………………………………………………….55

3.3.3. Interview………………………………………………………………………………………….57

3.3.4. Procedures…………………………………………………………………………………………57

3.3.5. Data Analyses ……………………………………………………………………………………59

3.3.6. Design…………………………………………………………….………….59

Chapter Four: Results and Discussion…………………………..……………..…60

4.1. Overview ………………………………………………………………………………………………..61

4.2. Restatement of the Research Questions ………………………………………………………61

4.3. Results………………………………………………………………………………..63

4.4. Investigating the First Research Question……………………………………………………64

4.4.1. Students’ Preferences for NESTs………………………………………………………64

4.4.2. Students’ Preferences for Non-NESTs ………………………………………………67

4.4.3. The Analysis of Interview Questions for Research Question 1 …………….71

4.5. Investigating the Second Research Question ……………………………………………….72

4.5.1. Students’ Attitudes toward NESTs…………………………………………………….72

4.5.2. Students’ Attitudes toward Non-NESTs……………………………………………..74

4.5.3. The Analysis of Interview Questions for Research Question 2……………….76

4.6. Investigating the Third Research Question………………………………………77

4.6.1. Listening Skill……………………………………………………..………77

4.6.2. Speaking Skill…………………………………………………..………….79

4.6.3. Reading skill…………………………..…………………………………..81

4.6.4. Writing skill…………………………………………………………….…82

4.7. Investigating the Fourth Research Question……………………………………..84

4.7.1 The Analysis of English language Sub-skills…………………………..…84

4.7.1.1. Pronunciation………………………………………………………84

4.7.1.2 Grammar…………………..…………………………………..……86

4.7.1.3 Culture…………………………………………………………..…..87

4.7.2. The Analysis of Interview Questions for Research Questions 3 & 4……91

4.8. Discussion………………………………………………………………….……93

Chapter Five: Conclusion, Implications and Suggestions for further Research………………………………………………………………………..……95

5.1. Overview ………………………………………………………………………………………………..96

5.2. Summary and Conclusion…………………………………………………………………..96

5.3. Implications ……………………………………………………………………………………………98

5.4. Suggestions for Further Research …………………………………………………………….101

References …………………………………………………………………………………………………..102

Appendices………………………………………………………………………………………………….117

Appendix A: Students’ perceptions of NESTs and Non-NESTs Questionnaire ……118

Appendix B: Interview Questions…………………………………………………………………..126

List of Tables

Table 3.1: KMO and Bartlett’s Test for the Questionnaire…………………………..55

Table 3.2: Rotated Component Matrix for the Questionnaire………………………..56

Table 4.1: Students’ Preferences for NESTs…………………………….………….…65

Table 4.2: Students’ Preferences for NESTs (items 2, 15, 19, 28)……………….…..66

Table 4.3: Summary Item Statistics for items 2, 15, 19, 28………………………….67

Table 4.4: One-Sample T-Test for 4 items (Students’ Preferences for NESTs)………67

Table 4.5: Summary Item Statistics for items (6, 16, 20, 23)………………………..69

Table 4.6: Students’ Preferences for Non-NESTs………………………………..….69

Table 4.7: Students’ Preferences for Non- NESTs (items 6, 16, 20, and 23)……..…70

Table 4.8: One-Sample T-Test for 4 items (Students’ Preferences for Non-NESTs)..71

Table 4.9: Students’ Positive attitudes toward NESTs and Non-NESTs (items 24 and 30)………………………………………….…………………………………………73

Table 4.10: One-Sample T-Test for items 24 and 30 …………….………………….74

Table 4.11: Students’ Positive and Negative attitudes toward NESTs and Non-NESTs (items 24 and 30)………………..……………………………………………………75

Table 4.12: Students’ Preference for Non-NESTs for listening (item27)…………………………..………………………………………………….78

Table 4.13: Frequency for item 27 (listening skill)……………………..………..….79

Table 4.14: Students’ Preferences for Non-NESTs for speaking skill (Item 13)……………………………………………………………………………………………………………….80

Table 4.15: Frequency Table for item13 (Speaking skill)……………………………………80

Table 4.16: Students’ Preferences for Non-NESTs for Reading skill (Item10)………………………………………………………………………………………………..……81

Table 4.17: Frequency Table for item10 (Reading skill)……..………………………..82

Table 4.18: Students’ Preferences for NESTs for Writing skill (item 5 on the survey)………………………………………………………………………………………………………….83

Table 4.19: Frequency Table for item 5 (Writing skill)……………………………………….83

Table 4.20: Students’ Preferences for NESTs for Pronunciation (item 8)….…………………………………………………………………………………85

Table 4.21: Frequency Table for item 8 (Pronunciation)…………………………….86

Table 4.22: Students’ Preferences for No-NESTs for Grammar (item 9)………………………………………………………………………………………………………………….86

Table 4.23: Frequency Table for item 9 (Grammar)……………………………………………87

Table 4.24: Students’ Preferences for NESTs for Culture (items 12, 14, and 25)…………………………………………………………………………………….89

Table 4.25: Students’ Preferences for NESTs for Culture (items 12, 14, and 25)……90