Perception of Saudi Students About Non-Native English Teachers and Native English Teachers in Teaching English at Jazan University

Authors

  • Md Nurul Haque Jazan University
  • Sumona Sharmin Jazan University

DOI:

https://doi.org/10.17507/jltr.1303.06

Keywords:

perception, native, non-native, language skills, Saudi students

Abstract

This study tries to investigate the perception of Saudi students at Jazan University about native English-speaking teachers (NEST) and non-native English-speaking teachers based on their teaching the language skills and grammar. The perception of 50 native English-speaking teachers and 50 non-native English teachers was collected from the students taught by these teachers. The findings show that native English-speaking teachers are outstanding at teaching reading, listening and speaking. In contrast, non-native English-speaking teachers are very good at teaching grammar, reading and writing skills. This study will help the Saudi government employ and hire teachers from other countries where the native language is English and countries where English is the second language. This study will also support the university authorities, educationists, and syllabus designers assigning teachers to teach different language skills based on native and non-native English-speaking teachers.

References

Al-Seghayer, K. (2014). The Four Most Common Constraints Affecting English Teaching in Saudi Arabia. International Journal of English Linguistics, 4(5), 17–26. Retrieved December 25, 2021, from https://doi.org/10.5539/ijel.v4n5p17

Alrashidi, O., & Phan, H. (2015). Education context and English teaching and learning in the Kingdom of Saudi Arabia: An overview. English Language Teaching, 8(5), 33–44. https://doi.org/10.5539/elt.v8n5p33

Alshahrani, M. (2016). A Brief Historical Perspective of English in Saudi Arabia. An International Peer-Reviewed Journal, 26(2009), 43. www.iiste.org

Aneja, G. A. (2016). Rethinking Nativeness: Toward a Dynamic Paradigm of (Non)Native Speaking. Critical Inquiry in Language Studies, 13(4), 351–379. https://doi.org/10.1080/15427587.2016.1185373

Braine, G. (2010). Nonnative speaker English teachers: Research, pedagogy, and professional growth. In Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth. https://doi.org/10.4324/9780203856710

Cook, V. (1999). Going beyond the Native Speaker in Language Teaching. TESOL Quarterly, 33(2), 185. https://doi.org/10.2307/3587717

Copland, F., Yonetsugi, E., & Head, D. (2003). I am teaching English to young learners: supporting the case for the bilingual native English speaker teacher. Journal of Organometallic Chemistry, 666(1–2), iii. https://doi.org/10.1016/s0022-328x(02)02201-5

Faruk, S. M. G. (2014). Chinese and Saudi English Language Education Policies: A World-System Perspective. Romanian Journal of English Studies, 11(1), 264–271. https://doi.org/10.2478/rjes-2014-0030

Kesevan, H. V., Madzlan, N. A., & Kanapathy, K. (2018). Native and Non-native English Teachers' Classroom Ideologies and its Implementation in ESL Classroom. International Journal of Applied Linguistics and English Literature, 7(7), 158. https://doi.org/10.7575/aiac.ijalel.v.7n.7p.158

Moskovsky, C., & Picard, M. (2018). English as a foreign language in Saudi Arabia: New insights into teaching and learning English. In English as a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English. https://doi.org/10.4324/9781315688466

Piller, I. (2002). Passing for a native speaker: Identity and success in second language learning. Journal of Sociolinguistics, 6(2), 179–208. https://doi.org/10.1111/1467-9481.00184

Rámila Díaz, N. (2008). A Comparative study of native and non-native teachers' scaffolding techniques in SLA at an early age. A Comparative Study of Native and Non-Native Teachers' Scaffolding Techniques in SLA at an Early Age, 17(17), 57–73. https://doi.org/10.5209/rev_EIUC.2009.v17.8490

Tajeddin, Z., Atai, M. R., & Shayeghi, R. (2019). Native and non-native teachers' changing beliefs about teaching English as an international language. International Journal of Society, Culture and Language, 7(2 Special issues), 1–14.

Tatar, S. (2019). Employment of English language teachers in an EFL context: Perspectives from school administrators. Profile: Issues in Teachers' Professional Development, 21(2), 45–61. https://doi.org/10.15446/profile.v21n2.72648

Ustunluoglu, E. (2007). University students' perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice, 13(1), 63–79. https://doi.org/10.1080/13540600601106096

Wang, L., & Fang, F. (2020). Native-speakerism policy in English language teaching revisited: Chinese university teachers' and students' attitudes towards native and non-native English-speaking teachers. Cogent Education, 7(1), 1–23. https://doi.org/10.1080/2331186X.2020.1778374

Downloads

Published

2022-05-02

Issue

Section

Articles