EFL College Students’ Perceptions toward Native and Non-Native English Speaking Teachers

Shih Yun Tsou¹ and Ying Ling Chen^2,

¹Bilingual Education, Texas A&M University, Kingsville, United State

²Center for General Education, Oriental Institute of Technology, Banqiao, Taiwan

Cite this paper:
Shih Yun Tsou and Ying Ling Chen. EFL College Students’ Perceptions toward Native and Non-Native English Speaking Teachers. American Journal of Educational Research. 2017; 5(12):1182-1190. doi: 10.12691/education-5-12-2

Abstract

The purpose of this study was to investigate Taiwanese English as a foreign language (EFL) students’ perceptions and preferences toward Native English-Speaking Teachers(NESTs) and Non-Native English-Speaking Teachers (NNESTs) who hold a degree from a country where English is the dominant language through addressing the differences of their English instruction. This quantitative research was consisted of 184 participants who answered the questionnaire that involved of 28 Likert scale type statements. The results showed the teachers’ qualifications and experiences were seen as an important feature of excellent English teachers, regardless of his or her mother tongue language. More precisely, NESTs were perceived to be superior in their good English proficiency and ability to facilitate students’ English learning. In terms of NNESTs, they were perceived to be superior in their proficiency in students’ first language, their knowledge of students’ learning difficulties, and at communicating in general. Finally, the findings indicated that EFL programs where both NESTs and NNESTs worked cooperatively were considered an effective English learning environment for language learners.

Keywords:
NEST NNEST perception EFL

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