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Higher education students perceptions of NNESTs' language proficiency: will it affect their learning effectiveness?
Xiaoyi Bing1, Xiaoqing Gao1, Zhen Yang1
1School of Educational Science, Hunan Normal University, Changsha, China.
Frontiers in Psychology
|July 31, 2023
Summary
Student perceptions of non-native English-speaking teachers (NNESTs) indicate language proficiency is important for learning. However, students also value teaching style, personality, and course materials for effective learning.
Area of Science:
- Linguistics
- Education
- Sociolinguistics
Background:
- Growing attention on non-native English-speaking teachers (NNESTs) in higher education globally.
- Limited research on NNESTs' language competency impact within national higher education systems.
- Absence of student perspectives in existing NNEST literature.
Purpose of the Study:
- To investigate higher education students' perceptions of NNESTs' language proficiency.
- To understand the role of NNESTs' language skills in student learning effectiveness.
- To incorporate student voices into discussions on NNESTs in English language teaching (ELT).
Main Methods:
- Classroom observations of five NNESTs.
- Semi-structured interviews with five student focus groups (randomly recruited).
- Qualitative data analysis of student perceptions and experiences.
Main Results:
- Students acknowledge NNESTs' language proficiency positively impacts their learning.
- Other factors significantly influence learning effectiveness: teaching style, personality, class atmosphere, material difficulty, and learner proficiency.
- Student perceptions highlight a multifaceted view of effective teaching beyond just teacher language proficiency.
Conclusions:
- NNESTs' language proficiency is a recognized factor in student learning.
- A holistic approach is needed, considering teaching quality and student-centered factors.
- Student involvement is crucial in developing teaching strategies, curricula, and evaluating NNESTs.
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