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Taiwanese Senior High School Students’ Perceptions of Native
English-Speaking Teachers and Non-Native English-Speaking
Teachers
Jia- Ni Chang (張嘉倪) & Jackie Chang (張淑英) National Pingtung University of Education
ABSTRACT
This paper investigates Taiwanese senior high school students’ perceptions of native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). Participants were sixty-four senior high school students in Kaohsiung city and the method used in this study is the questionnaire. The findings of this study revealed that both native NESTs and NNESTs have their own strengths in English language teaching. NESTs are perceived as better teachers in terms of teaching speaking and listening, while NNESTs are better teachers in teaching reading, writing and grammar. It implies that both NESTs and NNESTs can be ideal English teachers. However, if the participants had a choice, they would prefer to have an NEST, instead of an NNEST.
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I. Introduction
English has become the most preferred internationally used language. In fact,
English has spread to become a global lingual franca. English is used for international communication among nations around the world. As a result, learning English is very popular for non-English speaking countries nowadays. Taiwan is no exception. Liu (2002) claims that studying English has become a "national obsession". Moreover, Krashan (2003) describes the zeal of English learning in Taiwan as "English fever". He defines English fever as the overwhelming desire to acquire English or the overwhelming desire to ensure that one’s children acquire English as a second or foreign language.
With respect to English learning, choosing a native English-speaking teacher or a Taiwanese English teacher is reviewed as a very important consideration for many Taiwanese learners. Chang (2004) argues that English teaching and learning reflect a native speaker ideology in Taiwan in terms of teaching English proficiency. Moreover, Chang (2004, 2009) argues that ideal-English-teacher for teaching English speaking proficiency is a native speaker with an American Accent in Taiwan. Similar results were also found in Cheng’s (2009) study. Cheng (2009) points out that Taiwanese elementary school students prefer to have NESTs, because of their native accent or American accent. As suggested by Chang (2004, 2009), the native speaker model and American English as the Standard English has results in linguistic, cultural and social inequality in ELT in Taiwan. Taiwanese English language learners need to take a more critical attitude toward English language teaching.
This study intends to explore EFL learners’ perceptions of NESTs and NNESTs at the secondary level in Taiwan. Over the last decade, some studies papers have been devoted to the pedagogies about NESTs and NNESTs and very little attention has been paid on learners’ perceptions of NETSs and NNESTs (Chang, 2004, 2009; Cheng, 2009, Wang, 2009). In addition, much attention has been paid to the adult learners or children, relatively little to the adolescent learners like senior high school students. Therefore, it is meaningful to explore how Taiwanese senior high school students perceive NESTs and NNESTs or Taiwanese English teachers.
The purpose of this study is twofold. One is to explore students’ perceptions of NESTs and NNESTs regarding the ideal English teacher, whether the NEST or NNEST. The other purpose is to investigate the strength of NESTs and NNESTs in English language teaching. The specific research questions examined in the current
study are as follows:
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2. What are Taiwanese senior high school students’ perceptions of language teaching abilities of NESTs and Taiwanese English teachers ?
3. What are Taiwanese senior high school students’ perceptions of teaching behaviors of NESTs and Taiwanese English teachers ?
4. Who is an ideal English teacher? an NEST or a Taiwanese English teacher?
II. Literature Review
This literature review deals with definition of native speakers, arguments against native English-speaking teachers and studies on learners’ perceptions of
NESTs and NNESTs.
1. Definition of Native Speakers
In the Longman Dictionary of Language Teaching and Applied Linguistics, Richards (2002) defines that a native speaker is a person who learn language from childhood and continues to use it as a solely language. Native speakers are said to use to a language fluently, grammatically, and appropriately. According to Dictionary of Linguistics and Phonetics (Crystal, 2003), a native speaker acquires the language in a nature setting during as a children. The native speaker has the intuitions about his or her language. The way the native speak uses the language can be trusted. Nayar (1994, p.2, cited in Moussu 2006) lists more detailed definition of native speakers:
(a) Primacy in order of acquisition
(b) Manner and environment of acquisition
(c) Acculturation by growing up in the speech community (d) Phonological, linguistic, and communicative competence (e) Dominance, totals, and comfort of use
(f) Ethnicity
(g) Nationality/domicile
(h) Self-perception of linguistic identity
(i) Other-perception of linguistic membership and eligibility (j) Monolinguality
48 2. Arguments against NESTs
Native speakers have tended to be viewed as the owners of the language guardians of its standards, and arbiters of acceptable pedagogic norms (Jenkins, 2000, p.5). Native speakers are thought to appropriately use the language, know the grammar and vocabulary of the language, and possess the dominance in the rules and forms of the language. Native speaker teachers as well are presumed have more advantages in teaching their L1 in comparison to non- native speaker teachers. In terms of English language teaching, the ideal teacher of English is a native speaker that is a one of five basic tenets in Makerere Report emerged from a conference held in Uganda in 1961 by British council (Phillipson, 1992, p. 185). This tenet asserted that native speaker or somebody with native speaker proficiency in English can serve as a model for the pupils and a guide for all other teachers (Makerere Report 1961, cited in Phillipson 1997, p.194).
However, an NEST as an ideal English teacher has been controversial and challenged in English language teaching. Many scholars (Chang, 2004; Medgyes, 1994, 2000; Moussu, 2006, Phillipson, 1992, 2007; Rampton, 1990) argue that the non-native speaker can acquire those virtues the native speakers have through well-teaching-training. Medgyes (1994, p.27) points out the differences between NNESTs and NESTs as follows:
1. NESTs and non-NESTs differ in terms of their language proficiency; 2. they differ in terms of their teaching behaviour;
3. the discrepancy in language proficiency accounts for most of the differences found in their teaching behaviour;
4. they can be equally good teachers in their own terms.
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3. Students’ Perceptions of NESTs and NNESTs
Wang (2009) conducted a study on Taiwanese university students’ perceptions of foreign teachers (FTs) and Taiwanese teachers (TTs) of English. The participants were 648 university students from the foreign language departments. The method used in this study was the questionnaire and individual interviews. Seven of the 648 students participated in the follow-up interviews. In the results of the study indicated that students noted that FTs focus on students’ intrinsic development, students’ listening and speaking skills. In addition, FTs are more interactive in class, and use alternative assessment. On the other hand, TTs focus more on writing and reading instruction. In addition, students also asserted that FTs like guiding students in many ways while TTs tell them directly how things should be done.
Moussu’s study (1996) investigated 1040 ESL students’ attitudes towards NESTs and NNESTs. Results showed that students’ attitudes were more positive towards NESTs than towards NNESTs. However, students taught by NNESTs held a significantly more positive attitude towards NNESTs in general than students taught by NESTs. Results also demonstrated that NNESTs were not necessarily seen as grammar experts but could be esteemed listening and speaking teachers.
Cheng’s study (2009) investigated 134 Taiwanese elementary school students’ preferences of NESTs and NNESTs. The results showed that those who prefer to be taught by NESTs believe that having a standardized pronunciation or native-like accent with a focus on American accent is important for a language teacher.
These study results have some yielded valuable information of learners’ perceptions of NESTs and NNESTs. However, more research regarding learners’ perceptions towards NESTs and NNESTs in EFL settings is needed, as suggested by researchers (Chang, 2004, Cheng, 2009). Therefore, this study aims to examine Taiwanese senior high school students’ perceptions of NESTs and NNESTs would be meaningful.
III. Methodology 1. Participants
The participants in the research were 64 senior high school students
(aged 16-18), consisting of 19 first year students ( 29%), 26 second year students ( 42%), and 19 third year students ( 29%). They were randomly selected from two schools in Kaohsiung city.
2. Instruments
There are four sections (Section 1, 2, 3 and 4) in this questionnaire (See
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perceptions of language competence of NESTs and NNESTs. Section 2 consists of 5 questions in relation to language teaching of NESTs and NNESTs. Section3 consists of 9 questions of teachers’ teaching behaviors. Section 4 consists of 6 questions regarding students’ preference for an NEST or a Taiwanese English teacher. This questionnaire was adapted from Wang’s (2009) questionnaire in which Wang explores university students’ perceptions of language abilities, teaching behavior, and teaching styles of NESTs and NNESTs in Taiwan.
3. Procedure
The questionnaire was administered directly to 67 students by two student
representatives from two public senior high school in Kaohsiung. The questionnaire was administered from February 29 to March 2. After completing the questionnaire, the respondents were asked to go over each item again in order not to miss any item.
4. Data Analysis
The returned questionnaires were 67 in total. However, three out of 67
questionnaires were incomplete, thus 64 questionnaires were valid and then analyzed. The data were analyzed by using the Microsoft Office Excel analysis
IV. Results
The results are presented in the same sequences as the research questions.
1. Research Question 1: NESTS and TTs in Language Abilities
As seen in Table 1, the results reveal NESTs have better English abilities in of clear pronunciation (65.6%), vocabulary (48.4%), listening (42.2), reading (68.8%), grammar (32.8%), speaking (45.3%) and authentic English (81.3%) than TTs. An interesting finding is that 37 out 64 respondents (57.8%) stated that both NESTs and TTs have good English listening and reading abilities.
Table1 NESTS and TTs in Language Abilities
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7 Authentic English 4.7% 3 81.3% 52 14.1% 29 Note: N= numbers
NESTs = Native English-Speaking Teachers TTs= Taiwanese English Teachers
Both = NESTs and TTs
2. Research Question 2: NESTs and TTs in Language Teaching Abilities
In terms of language teaching abilities (see Table 2), NESTs are perceived as better in teaching listening (43.8%), speaking (48.4%) than TTs. TTs are perceived as better in teaching writing (35.9%), reading (45.3%) and grammar (57.8) than NESTs. Although, TTs get the higher percentage in the reading teaching ability (23 responses, 35.9%) than NESTs (14 responses, 21.9%), 27 respondents (42.2%) believed that both NESTs and TTs are good at teaching reading.
Table 2 NESTs and TTs in Language Teaching Abilities
Items TTs % TTs N NESTs % NESTs N Both % Both N 1 Listening teaching ability 18.8% 12 43.8% 28 37.5% 24 2 Speaking teaching ability 18.8% 12 48.4% 31 32.8% 21 3 Reading teaching ability 35.9% 23 21.9% 14 42.2% 27 4 Writing teaching ability 45.3% 29 25.0% 16 29.7% 19 5 Grammar teaching ability 57.8% 37 15.6% 10 26.6% 17 Note: N= numbers
NESTs = Native English-Speaking Teachers TTs= Taiwanese English Teachers
Both = NESTs and TTs
3. Research Question 3: NESTs and TTs in Teaching Behaviors
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Table 3 NESTs and TTs in Teaching Behaviors
Items TTs % TTs N NESTs % NESTs N Both % Both N 1 interaction with students 12.5% 8 42.2% 27 45.3% 29 2 kind, friendly 14.1% 9 37.5% 24 48.4% 31 3 more different teaching materials 12.5% 8 43.8% 28 43.8% 28 4 tolerant errors 18.8% 12 42.2% 27 39.1% 25 5 emphasis on students emotion 26.6% 17 40.6% 26 32.8% 21 6 emphasis on students’ learning
comprehension
65.6% 42 10.9% 7 23.4% 15 7 emphasis on students’ reaction in
class 32.8% 21 34.4% 22 32.8% 21
8 emphasis on students’ learning
needs 67.2% 43 9.4% 6 23.4% 15
9 emphasis on students’ learning
difficulties 78.1% 50 3.1% 2 18.8% 12
Note: N= numbers
NESTs = Native English-Speaking Teachers TTs= Taiwanese English Teachers
Both = NESTs and TTs
4. Research Question 4: English Teachers Preferred by the Respondents
The results of Table 4 indicate that 62.5% students prefer an NEST to be their English teachers if there is a choice. Moreover, students prefer an NEST to be their English listening teacher (76.6%) and speaking teachers (76.6%). As far as TTs are concerned, students prefer TTs to be their English reading (37.5%), grammar (57.8%) and writing (43.8%) teachers.
Table 4 English Teachers Preferred by the Respondents
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V. Discussion
The findings of this study will be discussed based on four research questions proposed in Introduction.
1. Research Question 1: NESTS and TTs in Language Abilities
The results of Table 1 demonstrate that there exists an NEST ideology in Taiwanese senior high schools, since the respondents perceive NESTs have better language abilities, because English is their mother tongue. It can be argued that NNESTs are viewed inferior to NESTs in terms of linguistic competence. Amin (1997) argues that although sociolinguists are aware the connection doesn’t exist intrinsically between race and language ability, a great number of research indicates that some language learners assume the connection exists. Does the perception of the NEST’s and NNEST’s language ability affect the participants’ view on teachers’ teaching ability? In the following, the students’ perceptions of teachers’ teaching abilities will be examined.
2. Research Question 2: NESTs and TTs in Language Teaching Abilities
Although NESTs are viewed as better in terms of their linguistic competence, results of Table 2 indicated that both NESTs and NNESTs have their strengths in teaching English. NESTs are viewed as better in teaching listening and speaking; while NNESTs are better in teaching reading, writing and grammar. Similar results also found in Wang’s (2009) study. Wang’s (2009) findings demonstrate that students claim NESTs focus on training learners’ listening and conversation skill; while NNESTs focus on training learners’ writing and reading skills. This implies that both NESTs and NNESTs can be good English teachers in teaching different skills.
3. Research Question 3: NESTs and TTs in Teaching Behaviors
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can be argued that both Taiwanese English teachers and students have the familiar language learning background and share similar English learning experience. As a result, Taiwanese English teachers give greater empathy toward their students and they can understand what students feel and think when learning English.
4. Research Question 4: English Teachers Preferred by the Respondents
Table 4 indicates that the respondents prefer to have NESTs as their listening and listening teachers and to have NNESTs as their reading, writing and grammar teachers. However, if the participants had a choice, they would prefer to have an NEST, instead of an NNEST. In other words, NNESTs are appreciated, but there exists a native speaker ideal or model among Taiwanese senior high school students. As suggested by Chang (2004), in theory NESTs and NNESTs should be treated equally, however, in reality, there still exists social preference for NESTs in Taiwan. In other words, native speaker ideal or model remains firmly entrenched in ELT in Taiwan (Chang, 2004).
VI. Conclusion
This section first provides a brief summary of the major findings, followed by implications and limitations of this study.
1. Summary of the Results
Several findings can be drawn from the current study: (1) NESTs have a better command of the English language. NESTs are more casual, tolerant of errors, and cordial. NESTs are more sensitive. NNESTs and students share a common culture, and learning experience, so NNESTs better expect and prevent students’ language learning difficulties. (2) NESTs are deemed ideal listening and speaking teachers. NNESTs are deemed ideal reading and writing teachers. (3) Students mostly prefer NESTs to teach them English.
2. Implications
55 3. Limitations
Although this study has attempted to provide findings of students’ perceptions of NESTs and NNESTs, there are some limitations. First, the sample size of this research is rather small, so it could not generalize the results to other contexts. A bigger sample size is needed to provide broader and more appropriate results from students’ point of view. Second, the research instrument like questionnaires which measure what students think rather than what they actually do in the classroom. It is therefore suggested different research instruments and different topics of NESTs and NNESTs are needed.
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