Document Details

Document Type : Thesis 
Document Title :
THE IMPACT OF NATIVE AND NON-NATIVE ENGLISH SPEAKING TEACHERS ON UNIVERSITY SAUDI STUDENTS: AN EMPIRICAL STUDY
أثر معلمي اللغة الأنجليزية الناطقين بها والناطقين بغيرها على طلبة اللغة الأنجليزية كلغة أجنبية في المرحلة الجامعية في السعودية : دراسة تجريبية
 
Subject : English Language Institute 
Document Language : Arabic 
Abstract : THE IMPACT OF NATIVE AND NONNATIVE ENGLISH SPEAKING TEACHERS ON EFL UNIVERSITY SAUDI STUDENTS: An Empirical Comparative Study By Noor Motlaq Alghofaili Abstract Many people believe the myth that being taught by a native speaker is the best way to learn a language. This belief has influenced many Saudi schools, language institutes, and universities to include the nativeness factor as part of a language instructor’s job requirements. This mixed method study aims to investigate the impact of native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) on EFL university Saudi students. It also explores how the teachers’ background and accents influence the students’ achievement in terms of the development of their language skills. The study uses pretest-posttest design, ex post facto design as quantitative methods and open ended questionnaire as a qualitative method. The participants are students who are in their preparatory year program at King Abdulaziz University in Jeddah taught by NEST and NNEST. The findings of the study indicate that teachers’ nativeness and backgrounds have no significant effects on EFL Saudi students’ learning processes. However, a few factors have been detected that play roles in supporting EFL learning, which can be summarized as follows: 1) Teachers’ competence and experience are what make the teachers qualified, regardless of their nationalities. 2) Teachers sharing the students’ L1 play positive roles in the EFL learning process. 3) The teacher’s accent has an effect on students, which might hinder the learning process in the case of an unfamiliar accent. 4) The teacher’s personality is more involved in the classroom communications and interactions than is the teacher’s nativeness. Based on the findings of this study, implications are made on the topic of the effect of NEST and NNEST on EFL learning and possible investigations in future research. 
Supervisor : Dr. Tariq Faisal Elias 
Thesis Type : Master Thesis 
Publishing Year : 1438 AH
2017 AD 
Added Date : Tuesday, May 9, 2017 

Researchers

Researcher Name (Arabic)Researcher Name (English)Researcher TypeDr GradeEmail
نور مطلق الغفيليAlghafili, Nour MutlaqResearcherMaster 

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