Diana Achmad, Saiful Marhaban, Cut Rina Elsa Fitrianty, Lily Ping Li
This study examines students’ perceptions of Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) in teaching speaking skills, focusing on teaching competence, style, classroom management, cultural knowledge, and personal aspects. A series of questionnaires and interviews were administered to 20 students from the 2017 and 2018 cohorts majoring in English at Universitas Syiah Kuala. The data collected from the questionnaires were subjected to statistical analysis, while the interview data were analyzed using an interactive model approach. The results indicate that students viewed NESTs positively, appreciating their ability (a) to create a relaxed and creative classroom atmosphere, (b) to employ diverse teaching methods, and (c) to provide valuable cultural insights; they struggled with grammar explanations. NNESTs can understand students’ learning needs, anticipate difficulties, and empathize with their problems despite using fewer engaging techniques. The findings suggest that NESTs and NNESTs play complementary roles in teaching speaking, with each contributing distinct strengths to the learning experience. © 2024 IJLS.
Department of Teacher Training and Education, Universitas Syiah Kuala, Indonesia; English Education Department at the Faculty of Teacher Training and Education, Universitas Syiah Kuala, Indonesia; Ara Institute of Canterbury, New Zealand
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