TY  - JOUR
T1  - Nonnative Pre-Service EFL Teachers’ Perceptions of Native and Non- Native English-Speaking Teachers: an Exploration in Turkish Contexts
AU  - Dombaycı, Merve
AU  - İpek, Hülya
PY  - 2025
DA  - April
Y2  - 2025
DO  - 10.5281/zenodo.15258082
JF  - Romaya Journal
JO  - Maya/Roma
PB  - Ebru Bağçı
WT  - DergiPark
SN  - 2791-9099
SP  - 142
EP  - 154
VL  - 5
IS  - 1
LA  - en
AB  - This mixed-methods study delves into the perceptions of Turkish EFL Pre-service Teachers regarding native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) and explores the potential impact of being an NNEST on their future teaching practices. In order to identify their perceptions, a questionnaire was conducted with 41 participants and the data were analyzed via descriptive statistics. In the qualitative part, open-ended questions were directed to the participants to elucidate how they think being NNEST might impact their future teaching practices. Responses were scrutinized using thematic analysis. The overall results indicated that Turkish EFL pre-service teachers recognized English can be taught effectively by both NESTs and NNESTs. They perceived having empathy in understanding students’ needs and difficulties as the main advantage of being NNEST while expressing concerns about potential disadvantages fortheir future practices such as nonnative pronunciation and language proficiency. On the other hand, being more self-confident and competent in using the English Language as well as teaching vocabulary, listening skills, and fluency better were the perceived main advantages of NESTs. Having a shared mother tongue with the students was considered both an advantage and a disadvantage.
KW  - Native English-Speaking Teachers
(Nests)
KW  - Non-Native English-Speaking Teachers
(Nnests)
KW  - Pre-Service Teachers
KW  - English Language
Teaching
KW  - Teacher Perceptions
CR  - Bayyurt, Y. (2018). Equity and inclusivity for NESTS and NNESTs. The TESOL Encyclopedia of English Language Teaching, 1–6. doi: 10.1002/9781118784235.eelt0017.
CR  - Boyraz, S., Altınsoy, E., & Çıtak, T. (2018). Preservice ELT teachers’ native non-native language teacher perception. Journal of Modern Science, 38(3), 73–86. doi: doi.org/10.13166/jms/95054.
CR  - Clarke, V. & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297-298. doi: 10.1080/17439760.2016.1262613.
UR  - https://doi.org/10.5281/zenodo.15258082
L1  - https://dergipark.org.tr/tr/download/article-file/4807308
ER  -