EFL learners' beliefs about native and non-native English-speaking teachers: perceived strengths, weaknesses, and preferences

Despite the emergence of English as an international language, the number of native English teachers (NEST) as foreign languages ​​(EFL) has increased in recent years, but only a few studies on NEST and non-NEST Will take extensive and direct exams of students. The views of the teachers of these two groups. To bridge this gap, a questionnaire survey was conducted among 125 Korean EFL students. As a result, Korean students believe that NEST and Korean English teacher (KET) have advantages and disadvantages, and do not consistently support a kind of teacher. Students have different views on specific areas of different stages of NEST and non-NEST, educational ability, educational effectiveness, and class performance. The language skills of NEST and the status of native speakers are considered more effective. KET is considered to be more effective in helping students learn the psychological aspect of language learning and the sensitivity of students' needs sensitized by common L1 and language learner's experiences. NESTs have a basic knowledge of student L1 and there is a possibility that KET's language skill and the problem in recent professional development may be complicated. These findings suggest that students can benefit from two kinds of teachers.

Recording English speakers of native speakers allows the learner to recognize that it is difficult for native speakers to understand English, compared to the English used by Iranian foreign language teachers. English in native speakers has completely different pronunciation from Iranian EFL teachers, including some pronunciation, rhythm, sentence pressure, weak form, tone, and connection. This is consistent with the Kenworthy (1990) recommendation of using native recording dictation to allow learners to recognize these aspects of pronunciation.

Despite the emergence of English as an international language, the number of native English teachers (NEST) as foreign languages ​​(EFL) has increased in recent years, but only a few studies on NEST and non-NEST Have received extensive and direct examination of students. The views of the teachers of these two groups. To bridge this gap, a questionnaire survey was conducted among 125 Korean EFL students. As a result, Korean students believe that NEST and Korean English teacher (KET) have advantages and disadvantages, and do not consistently support a kind of teacher. Students have different views on specific areas of different stages of NEST and non-NEST, educational ability, educational effectiveness, and class performance. The language competence of NEST and the status of native speakers are considered more effective.

The beliefs of the EFL learner's native language and non-native language English teachers: perceived strengths, weaknesses and preferences

English as a second language (ESL), English as another language (ESOL), and English as a foreign language (EFL) refer to the use or learning of English by people of different native languages. Usually, English learners (ELL) are refugees, immigrants or their children. They must learn English (ESL) as a second language to work in new host countries. In the United States, over 70% of school-age immigrants other than English arrived in the United States before 6 years of age in the past 20 years. At this age, they may have taught English at school, reaching a level indistinguishable from native speakers. In other countries such as Russia, France, Spain, Germany, this approach has greatly improved the minority reading comprehension and mathematical test scores. Advocates of the ESL program argue that they play an important role in building a peer network and coordinating school and society with new homes.