Matters regarding native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) have lately received substantial interest from researchers and academicians (Braine, 2005; Mahboob, 2004). One of the key topics under discussion is learners’ attitudes towards native and non-native English teachers in Saudi high schools.
This paper shall discuss views of different academicians and researchers on this topic by: exploring different studies on perceptions and attitudes of English as a Second/Foreign Language (ESL/EFL) learners’ towards NESTs and NNESTs in Saudi Arabia.
Perceptions and Attitudes of ESL/EFL Learners towards NESTs
According to most studies on ESL/EFL learners’ perspective towards NESTs, being taught by NESTs has both merits and demerits. Merits may be linked to factors like articulation and consciousness of the second/foreign language customs, whereas demerits may be connected to matters like teaching language rules and the incapacity to handle learners’ issues.
A study by Benke & Medgyes (2005) on some learners of English from an intermediate school in Hungary revealed that NESTs do better than NNESTs in verbal skills instruction. The interviewees in this study demonstrated that NESTs usually have strong capacities to teach discussion classes, acts as ideal models for simulation and hearten learners to converse in the language.
In addition to the verbal skills issue, interviewees revealed that their NESTs are normally self-assured, more sociable and their classes are usually lively as compared to the NNESTs. In contrast, another study by Benke & Medgyes (2005) in the same school but on a lower grade class revealed that NESTs are hard to comprehend and are not the best grammar instructors.
In a different study, Lasagabaster & Sierra (2005) examined the values of some college learners towards NNESTs and NESTs. The outcome indicated that more than half of the interviewees were in favor of NESTs to NNESTs as a result of NESTs accuracy in articulation and use of terminologies.
Concerning the language proficiency, the participants illustrated that NESTs use better English than NNESTs in their speeches and paying attention to them is better for enhancing students’ ability to listen. They further showed that NESTs have additional knowledge in reading and writing.
As regards foreign language customs, the respondents saw NESTs as an important resource for expanding their understanding of target customs.
Nevertheless, the respondents in this study deemed that NESTs boasted some negative aspects. Even though they really esteemed NESTs accurate articulation, they as well discounted some features of native pronunciation. For instance, some respondents revealed that some NESTs never converse in ordinary English, making their articulation hard to comprehend.
In another study, Mahboob (2004) assumed a dialogue analytic procedure to study and evaluate views of 33 ESL learners registered in an intensive English course on NESTs and NNESTs. The outcomes of this research were similar to those described in the two abovementioned studies.
The respondents noted that NESTs had both merits and demerits. In the first group, the instruction of verbal skills was deemed the key benefit of the NESTs. Conversely, the study discovered negative aspects of NESTs associated with teaching methods and personal issues.
Regarding teaching methods, the study revealed that NESTs habitually failed to offer adequate answers to learners’ queries and lacked suitable methods of instruction.Concerning personal issues, the respondents felt that NESTs were not effective instructors since they lacked experience in studying English.
Perceptions and Attitudes of Learners towards NNESTs
Latest research has noted that both EFL and ESL learners deem that NNESTs are better teachers compared to NESTs in most areas such as in methods of instruction. Nevertheless, these learners also deem that NNESTs have noteworthy limitations.
Respondents of a study conducted by Benke & Medgyes (2005) revealed that NNESTs are usually competent in instructing grammar and possess the potential to handle grammatical complexities. The respondents also revealed that NNESTs promote language learning efficiently by handling learners patiently.
Another study by Kelch & Satana-Williamson (2002) revealed that NNESTs have three benefits. First, NNESTs are usually more conversant with the hardships and issues that students encounter, having been learners of the language at some point.
Second, NNESTs can employ translation while teaching, especially in cases whereby the first language is mutual. Third, NNESTs acts as sources of inspiration to learners since it makes them believe that they can also become proficient in the language.
Conversely, a study by Benke & Medgyes (2005) demonstrated that NNESTs are more engaging, give lots of assignments, articulate English words incorrectly and employ old-fashioned language in teaching. A study by Pacek (2005) also revealed that negative features of NNESTs can be associated with features of language expertise, particularly pronunciation.
In conclusion, this review demonstrates that both non-native and native English-speaking instructors are perceived by learners to have merits and demerits.
Whereas native English-speaking instructors are deemed best in verbal instruction as an outcome of their language authenticity and fluency, nonnative English-speaking instructors present benefits of having being earlier students of EFL/ ESL. Thus, English is well taught as an EFL/ESL by cooperation between the NNESTs and NESTs.
References
Benke, A. & Medgyes, P. (2005). Non-native language teachers: perceptions, challenges and contributions to the profession. New York: Springer
Braine, G. (2005). Teaching English to the world: history, curriculum and practice. Mahwah, NJ: Lawrence Erlbaum
Kelch, K., & Santana-Williamson, E. (2002). ESL students’ attitudes toward native- and nonnative-speaking instructors’ accents. The CATESOL Journal, 14(1), 57-72.
Lasagabaster, D. & Sierra, J.M. (2005). What do students think about the pros and cons of having a native speaking teacher? New York: Springer
Mahboob, A. (2004). Demystifying the native speaker in TESOL. SPELT Quarterly 19(4), 1-14.
Pacek, D. (2005). Personality not nationality: foreign students’ perceptions of a non-native speaker lecturer of English at a British university. New York: Springer.