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

Autor/inn/en	Fuangkarn, Keeratikan; Rimkeeratikul, Sucharat
Titel	An Observational Study on the Effects of Native English-Speaking Teachers and Non-Native English-Speaking Teachers on Students' English Proficiency and Perceptions
Quelle	In: Arab World English Journal, 11 (2020) 3, S.241-259 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fuangkarn, Keeratikan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Native Speakers; Language Teachers; English (Second Language); Second Language Learning; Teacher Effectiveness; Classroom Environment; Student Motivation; Student Attitudes; Elementary School Students; Private Schools; Language Proficiency; Grade 4; Grade 5; Grade 6; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Muttersprachler; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenklima; Unterrichtsklima; Schulische Motivation; Schülerverhalten; Private school; Privatschule; Language skill; Language skills; Sprachkompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland
Abstract	This study investigated the effects of Native English-Speaking Teachers (NEST) and Non-Native English-Speaking Teachers (NNEST) on students' English 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 English Test (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 students' English proficiency was increased significantly at 0.01 level in both groups. The gain score suggested that NNEST can make a higher gain score than NEST in all grade levels. Student's answers show NNEST score a higher agreeability towards teachers' teaching 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 teachers' teaching ability and motivating learning atmospheres in classrooms. However, in teachers' English skills, the experts' perceptions were opposite that of the students. Lastly, the interviews with the students reflected three key aspects: their preferences of English teacher advantages, disadvantages, and strengths of both NNEST and NEST. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01