The influence of native and non-native English language teachers: University student perceptions

Abstract

A seminar paper presented to the graduate faculty at the University of Wisconsin-Platteville. In partial fulfillment of the requirement for the degree of Master of science in education - English educationThe English language teachers worldwide include both native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The differences between NESTs and NNESTs have been widely investigated by researchers. This paper focuses on the studies that concern language teachers’ pedagogical influence on learners including speaking, reading, writing, listening, grammar and culture. The potential strengths and weaknesses of both groups as well as their influences on learners from the perspectives of university students in EFL context are discussed through the literature-based methodology. Overall, the findings indicate that learners are positive about both NESTs and NNESTs. They perceive that authentic pronunciation, idiomatic language, and outstanding communicative skill are native speakers’ advantageous points. Even though learners can be influenced by those good models by imitating and then they can speak and write like a native speaker, they still have problems in speaking and lack of confidence in language abilities. As role models of the language learners, students believe the target language learning experience is a strength for NNESTs that has facilitated non-native educators in their teaching, which encourages learners to reach the same level of language proficiency as nonnative teachers. Furthermore, learners are easy to follow non-native instructors particularly in the explanation of grammar rules with the help of their mother tongue. Learners have different attitudes towards culture output. Therefore, it is better that NESTs and NNESTs take advantage of all the strong points and work together to make learners more successful in the English language learning