Native and Non-Native English Teachers Efficacy: Perceptions of Students and Advisors

The present study investigated the perceptions of the students and teacher advisors on the efficacy of native and non-native English teachers in language teaching and learning. This study employed both quantitative and qualitative methods to collect data from two groups of participants. The data was collected by surveying ۴۰۰ students and ۵۹ teacher advisors and interviewing ۴۰ students and ۱۰ advisors. The findings of this study indicated significant differences between the efficacy of both native and non-native English teachers in four aspects of teaching competencies, pedagogy, students’ learning and awareness of students’ cultural and social background. The students and teacher advisors perceived 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’ difficulties, class management, understanding students’ 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. Both native and non-native English 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.

کلیدواژه ها:

Native English Teachers ، Non-Native English Teachers ، Efficacy ، Perceptions ، advisors