LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 16:1 January 2016
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Teaching Effectiveness of Native and Non-Native EFL Teachers as
Perceived by Preparatory Year Students in Saudi Context

Dr. Choudhary Zahid Javid

Abstract

This study aims at investigating the perceptions of Saudi preparatory year programme (PYP) students, who are taught by native English teacher (NETs) as well as non-native English teachers (NNETs), towards teaching effectiveness of NETs and NNETs in the intensive English language PYP at Taif University. The study investigated 132 Saudi PYP students through a self-developed 2-point questionnaire. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Saudi EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better.

The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students’ questions and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group has been perceived to have their own particular strengths which give one an advantage over the other, these differences do not make one better than the other.

Keywords: Native, Non-native, effectiveness, Preparatory Year Programme

Introduction

English has acquired international proliferation and recognition due to the advent of modern technology, faster means of communication and advent of international economy (Liu & Zhang, 2007). This phenomenon has initiated an era of un-precedential English language teaching in all the countries including the Arab countries where it is used as a foreign language (Javid, 2015). With this increased scope of ELT, “native speakerism has been an issue of debate from the moment English began to be taught internationally” (Alseweed & Daif-Ullah, 2012, p. 36). This increased demand of English teachers commenced an academic discussion in favour or against NETs and NNETs reported in a growing mass of research (Widdowson, 1994; Matsuda and Matsuda, 2001; Al-Issa, 2002; Zughoul, 2003; Bulter, 2007; Wu & Ke 2009; Daif-Allah, 2010; Alseweed & Daif-Ullah, 2012). The scope and width of this research aspect may be evident from the fact that around 1500 papers have been reported which discussed the effectiveness of English teachers with reference to their countries of origin (Laborda, 2006).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.


Dr. Choudhary Zahid Javid (corresponding author)
Associate Professor
Department of Foreign Languages, College of Arts
Taif University
P.O. Box 888
Taif
KSA
chzahidj@hotmail.com
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