Higher education students perceptions of NNESTs’ language proficiency: will it affect their learning effectiveness?
Increasingly, higher education institutions are giving more attention to the language proficiency of non-native English-speaking teachers (NNESTs) due to their growing numbers. Despite a recent surge in the literature on NNESTs in the global discourse of English language teaching (ELT), the impacts...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1106066/full |
| _version_ | 1797780571422720000 |
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| author | Xiaoyi Bing Xiaoqing Gao Zhen Yang |
| author_facet | Xiaoyi Bing Xiaoqing Gao Zhen Yang |
| author_sort | Xiaoyi Bing |
| collection | DOAJ |
| description | Increasingly, higher education institutions are giving more attention to the language proficiency of non-native English-speaking teachers (NNESTs) due to their growing numbers. Despite a recent surge in the literature on NNESTs in the global discourse of English language teaching (ELT), the impacts of NNESTs’ language competency within the higher education systems of their countries remain woefully under-examined. Of particular concern is the absence of students’ voices. Therefore, this study explores higher education students’ perception of NNESTs’ language proficiency. Data was collected through class observations of five NNESTs and followed-up semi-structured interviews with five student focus groups recruited randomly from each class. Our results show that while students concur that NNESTs’ language proficiency contributes to their learning performance in class, other factors (e.g., the teacher’s effective teaching style and charming personality, relaxed class atmosphere, the difficulty level of the teaching materials, and the learners’ proficiency level) also perceived to play key roles in boosting students’ class learning effectiveness. The findings highlight the need to include students in the design of teaching approaches, course design, and curricula, as well as the reflection process about NNESTs’ language proficiency. |
| first_indexed | 2024-03-12T23:45:47Z |
| format | Article |
| id | doaj.art-e889e17c5b8b4efb957deba582d0c0ad |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-12T23:45:47Z |
| publishDate | 2023-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-e889e17c5b8b4efb957deba582d0c0ad2023-07-14T08:02:48ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-07-011410.3389/fpsyg.2023.11060661106066Higher education students perceptions of NNESTs’ language proficiency: will it affect their learning effectiveness?Xiaoyi BingXiaoqing GaoZhen YangIncreasingly, higher education institutions are giving more attention to the language proficiency of non-native English-speaking teachers (NNESTs) due to their growing numbers. Despite a recent surge in the literature on NNESTs in the global discourse of English language teaching (ELT), the impacts of NNESTs’ language competency within the higher education systems of their countries remain woefully under-examined. Of particular concern is the absence of students’ voices. Therefore, this study explores higher education students’ perception of NNESTs’ language proficiency. Data was collected through class observations of five NNESTs and followed-up semi-structured interviews with five student focus groups recruited randomly from each class. Our results show that while students concur that NNESTs’ language proficiency contributes to their learning performance in class, other factors (e.g., the teacher’s effective teaching style and charming personality, relaxed class atmosphere, the difficulty level of the teaching materials, and the learners’ proficiency level) also perceived to play key roles in boosting students’ class learning effectiveness. The findings highlight the need to include students in the design of teaching approaches, course design, and curricula, as well as the reflection process about NNESTs’ language proficiency.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1106066/fullNNESTs’ language proficiencystudents’ perspectivehigher educationlearning effectivenessELT |
| spellingShingle | Xiaoyi Bing Xiaoqing Gao Zhen Yang Higher education students perceptions of NNESTs’ language proficiency: will it affect their learning effectiveness? Frontiers in Psychology NNESTs’ language proficiency students’ perspective higher education learning effectiveness ELT |
| title | Higher education students perceptions of NNESTs’ language proficiency: will it affect their learning effectiveness? |
| title_full | Higher education students perceptions of NNESTs’ language proficiency: will it affect their learning effectiveness? |
| title_fullStr | Higher education students perceptions of NNESTs’ language proficiency: will it affect their learning effectiveness? |
| title_full_unstemmed | Higher education students perceptions of NNESTs’ language proficiency: will it affect their learning effectiveness? |
| title_short | Higher education students perceptions of NNESTs’ language proficiency: will it affect their learning effectiveness? |
| title_sort | higher education students perceptions of nnests language proficiency will it affect their learning effectiveness |
| topic | NNESTs’ language proficiency students’ perspective higher education learning effectiveness ELT |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1106066/full |
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