How University Students Perceive Their Native and Non-Native English Speaking Teachers

Abstract

In several educational settings aiming to teach English as a foreign language, the myth of the superiority of native English speaking teachers (NESTs) over non-native English speaking teachers (NNESTs) seems to hold strong especially among students. Contrary to this, the present study, which investigated the perceptions of university students studying intensive English at an English-medium university in Turkey about NESTs and NNESTs, is a promising verification of the equality between two teacher groups in several pedagogical aspects. The data were collected by means of a 30-item questionnaire and focus group interviews. Both teacher groups were assessed with respect to four aspects: (1) in-class teaching roles, (2) in-class management roles, (3) in-class communication skills and (4) individual qualities. According to the findings, there is no significant difference between NESTs and NNESTs in terms of in-class teaching roles as well as in-class management roles. On the other hand, NESTs are perceived to be significantly better in in-class communication skills, show more favorable qualities and have more enjoyable lessons. In this context marked with the joint collaboration of NESTs and NNESTs, both groups are reported to display a sound partnership and high levels of professionalism.

Keywords: Native English speaking teachers, Non-native English speaking teachers, NEST, NNEST