An Observational Study on the Effects of Native English-Speaking Teachers and Non-Native English-Speaking Teachers on Students’ English Proficiency and Perceptions

Author: Keeratikan Fuangkarn

Keywords: Native English-Speaking Teachers (NEST), Non-Native English-Speaking Teachers (NNEST), Cambridge English: Key English test, students’ proficiency (KET), Critical applied linguistics (CALx), English as a Foreign Language (EFL), English Language Teachers (ELT).

DOI: https://orcid.org/0000-0001-9855-4199

Abstract

This study investigated the effects of Native EnglishSpeaking Teachers (NEST) and NonNative EnglishSpeaking Teachers (NNEST) on studentsEnglish proficiency and perceptions. The research methodology employed an observational study based using critical applied linguistic. Data collection was through a mixed method. The tools used were the Cambridge English: Key EnglishTest (KET), classroom observation evaluation forms, and interviews. The participants consisted of 252 upper primary students from one private school in Chiang Mai, Thailand, during the academic year 2019. Results indicated that studentsEnglish proficiency was increased significantly at .01 level in both groups. The gain score suggested that NNEST can make a higher gain score than NEST in all grade levelsStudents answers show NNEST score a higher agreeability towards teachersteaching abilities, English abilities, and the creation of an engaging learning atmosphere over NEST. Classroom observations implemented by three English Learning Teachers confirmed the results that NNEST is more agreeable than NEST in teachersteaching ability and motivating learning atmospheres in classrooms. However, in teachersEnglish skills, the expertsperceptions were opposite that of the studentsLastly, the interviews with the students reflected three key aspects: their preferences of English teacher advantages, disadvantages, and strengths of both NNEST and NEST