Algerian EFL learners’ perceptions about native english speaking teachers and non-native english speaking teachers in educational setting

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dc.contributor.authorNacer, Ahlam
dc.contributor.authorHeck, Rayan-Amal
dc.contributor.authorMelgani, Haroun
dc.date.accessioned2021-11-08T06:42:00Z
dc.date.available2021-11-08T06:42:00Z
dc.date.issued2021
dc.description.abstractThis study investigates students' perceptions towards native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) in EFL contexts. The researchers working on this research project used questionnaire as a tool of measurement. The sample is composed of 100 Algerian EFL students who vary on different educational levels -BA, MA, and PhD- and who study in different universities. In so doing, the study examined the differences between NESTs and NNESTs and sought to gain insights into the Algerian EFL students' views about the teaching methods, feedback, and other characteristics that pertain to both categories of teachers. The results indicated that most students viewed that NTs are, comparatively, more favored by students than NNTs. NESTs were considered as more effective in teaching speaking and culture, whereas NNETs are perceived as better in teaching English grammar. NTs received an increase of positive receptions from students; they agree that NESTs are more empathetic to the needs of students and vary their use of materials than NNESTs do. Finally, this study ends with some recommendations NESTs and NNESTs need to adopt in the classroom.ar
dc.identifier.urihttp://hdl.handle.net/123456789/11734
dc.language.isoenar
dc.publisherUniversité Oum El Bouaghiar
dc.subjectNative englishar
dc.subjectSpeaking teacherar
dc.titleAlgerian EFL learners’ perceptions about native english speaking teachers and non-native english speaking teachers in educational settingar
dc.typeOtherar
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