The Efficacy of Native and Non-Native English Teachers on Teaching and Learning: Perceptions of Students and Advisors

The purpose of this study is to investigate the perception of students and teacher advisers on the efficacy of native and non-native English teachers on the language teaching and learning in Abu Dhabi schools. The data was collected by surveying 400 students and 59 teacher advisers and interviewing 40 students and 10 advisers. The findings of this study indicate significant differences between the efficacy of both native and non-native English teachers in four aspects; (a) teaching competencies, (b) pedagogy, (c) students\u27 learning and (d) awareness of students\u27 cultural and social background. The students and teacher advisers perceive English native teachers as possessing the strengths of having a good command of the language, a superior ability to teach conversation and speaking, being a good model for teaching pronunciation and communication skills, having a good knowledge of vocabulary, as well as superior skill at teaching language, literature and culture. On the other hand, non-native English teachers possess strengths in teaching grammar, anticipating learners\u27 difficulties, class management, understanding students\u27 needs, engaging students in all activities, using varied teaching methods, and being an effective model of language learning. It is recommended that more consideration should be paid to qualifications, expertise and experience while recruiting any English teacher. Native and non-native English teachers need varied professional development programs due to their diverse needs and capabilities. The two types of teachers need to develop their performance through reciprocal communication and co-operation. Creating an ideal environment in which native and non-native English teachers meet their full potential will be beneficial to improve teaching and learning