Insights on Native vs. Non-Native Teachers in an EFL Context

Hatice Çeşme

doi:10.24106/kefdergi.1909507

TR EN

Yabancı Dil Olarak İngilizce Eğitiminde Anadili İngilizce Olan ve Olmayan Öğretmenlere İlişkin Görüşler

Öz

Bu çalışma, İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerinin anadili İngilizce olan (NEST) ve olmayan (NNEST) öğretmenlere yönelik algılarını ve bu algıların öğrencilerin motivasyon, derse katılım ve öğrenme deneyimleri üzerindeki etkilerini araştırmayı amaçlamaktadır. Nitel araştırma desenine dayanan çalışmada, amaçlı örnekleme yoluyla seçilen hazırlık sınıfı düzeyindeki 43 üniversite öğrencisiyle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Veriler MAXQDA yazılımı kullanılarak tematik analiz yöntemiyle incelenmiştir. Çalışmanın bulguları, öğretim niteliğinin öğretmenin anadili olmasından ziyade, öğrencilerin ihtiyaçlarıyla ne ölçüde örtüştüğüne bağlı olarak şekillendiğini ortaya koymaktadır. Bu bağlamda, öğretmen yeterliğinin tek bir kimliğe indirgenemeyeceği, aksine bağlama özgü pedagojik uyumun belirleyici bir unsur olduğu görülmektedir. Bulgular, anadili İngilizce olmayan öğretmenlerin (NNESTs) bağlamsal duyarlılıkları, öğrencilerle kurdukları empatik ilişkiler ve yapılandırılmış ders anlatımları sayesinde olumlu değerlendirmeler aldığını göstermektedir. Aynı şekilde, anadili İngilizce olan öğretmenlerin (NESTs) dilsel akıcılık ve özgünlük sunma kapasiteleri de öğrencilerin dikkatini çeken önemli bir unsur olmuştur. Bu sonuçlar, Expanding Circle olarak adlandırılan bağlamlarda anadili İngilizce olmayan öğretmenlerin (NNESts) pedagojik katkılarının görünür kılınması gerektiğini ve öğretmen niteliğinin daha kapsayıcı biçimde değerlendirilmesini gerekli kılmaktadır. Ayrıca, öğretmen yetiştirme, istihdam ve program geliştirme süreçlerinde öğrencilerin beklenti ve deneyimlerini dikkate alan, kültürel ve pedagojik çeşitliliği gözeten bir yaklaşımın benimsenmesi gerektiği önerilmektedir.

Anahtar Kelimeler

EFL öğrencileri, İngilizce öğretimi, Anadili İngilizce olan öğretmen, Anadili İngilizce olmayan öğretmen, Nitel araştırma

Insights on Native vs. Non-Native Teachers in an EFL Context

Öz

This study aims to investigate Turkish EFL students’ perceptions of native and non-native English-speaking teachers (NESTs and NNESTs) and how these perceptions influence their motivation, engagement, and learning experiences. Using a qualitative design, semi-structured interviews were conducted with 43 preparatory-level university students selected through purposeful sampling. The data were thematically analyzed using MAXQDA software. Findings indicate that NESTs are valued for their fluency, authentic pronunciation, and natural conversational input, while NNESTs are praised for their structured instruction, accessible explanations, and empathetic support. However, students also reported disengagement when teacher communication styles or pedagogical approaches did not align with learner needs. The study underscores that instructional effectiveness is less dependent on nativeness and more on pedagogical fit. These results support equitable recognition of NNESTs and call for context-sensitive teaching approaches in Expanding Circle countries. Implications for teacher education, recruitment, and curriculum design are discussed to foster inclusive and learner-responsive EFL classrooms.

Anahtar Kelimeler

EFL students, English teaching, Native teachers, Non-native teachers, Qualitative research

Kaynakça

Adıgüzel, O. C., & Özüdoğru, F. (2017). Effects of Turkish and English speaking teachers on students’ foreign language skills. Kastamonu Education Journal, 25(1), 171-186. https://dergipark.org.tr/en/download/article-file/296649
Andrews, S. (2008). Teacher language awareness. ELT Journal. 62(3), 322-324. https://doi.org/10.1093/elt/ccn033
Akçay, A. (2020). Perceptions of Turkish EFL instructors and their students on native and non-native accents of English and English as a lingua (ELF) [Unpublished master thesis]. University of Bilkent.
Alghazo, S., & Zidan, M. (2019). Native-speakerism and professional teacher identity in L2 pronunciation learning. Indonesian Journal of Applied Linguistics, 9(1), 241-251. https://doi.org/10.17509/ijal.v9i1.12873
Alseweed, M. A. (2012). University students’ perceptions of the influence of native and non-native teachers. English Language Teaching, 5(12), 42-53. https://doi.org/10.5539/elt.v5n12p42
Aslan, E., & Thompson, A. S. (2016). Are they really “two different species”? Implicitly elicited student perceptions about NESTs and NNESTs. TESOL Journal, 8(2), 277-294. https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesj.268
Kalaja, P., & Barcelos, A. M. F. (2012). Beliefs in second language acquisition: Learner. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Wiley. https://doi.org/10.1002/9781405198431.wbeal0082
Kalaja, P., & Barcelos, A. M. F. (2019). Learner beliefs in second language learning. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp-1-7). Wiley.
Borg, S. (2015). Teacher cognition and language education. Bloomsbury Publishing.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.
Calafato, R. (2019). The non–native speaker teacher as proficient multilingual: A critical review of research from 2009-2018. Lingua, 227, 1-25. https://doi.org/10.1016/j.lingua.2019.06.001
Cheng, X., & Zhang, L. J. (2021). Teacher written feedback on English as a foreign language learners’ writing: Examining native and nonnative English-speaking teachers’ practices in feedback provision. Frontiers in Psychology, 12, 1-16. https://doi.org/10.3389/fpsyg.2021.629921
Chi, P. K., & Loi, N. V. (2020). Online negotiation: Native vs. nonnative teachers and Vietnamese EFL learners. Language Learning & Technology, 24(3), 120-135. http://hdl.handle.net/10125/44743
Chung, E., Fung, D., & Wan, A. (2026). Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis. International Review of Applied Linguistics in Language Teaching, 64(2), 705-731. https://doi.org/10.1515/iral-2024-0186
Colmenero, K., & Lasagabaster, D. (2024). Enclosing native speakerism: Students’, parents’ and teachers’ perceptions of language teachers. Journal of Multilingual and Multicultural Development, 45(2), 85-100. https://doi.org/10.1080/01434632.2020.1865384
Comprendio, L. J. E. V., & Savski, K. (2020). ‘Asians’ and ‘Westerners’: Examining the perception of ‘(non-) native’ migrant teachers of English in Thailand. Journal of Multilingual and Multicultural Development, 41(8), 673-685. https://doi.org/10.1080/01434632.2019.1630419
Coskun, A. (2013). Native speakers as teachers in Turkey: Non-native pre-service English teachers’ reactions to a nation-wide project. Qualitative Report, 18(29), 1-21. https://files.eric.ed.gov/fulltext/EJ1043484.pdf
Council of Higher Education. (2016, March 23). Yükseköğretim kurumlarında yabancı dil öğretimi ve yabancı dille öğretim yapılmasında uyulacak esaslara ilişkin yönetmelik [Regulation on the principles governing foreign language teaching and foreign-medium instruction in higher education institutions]. Resmi Gazete (No. 29662). https://www.resmigazete.gov.tr/eskiler/2016/03/20160323-6.htm
Daftari, G. E., & Tavil, Z. M. (2017). The impact of non-native English teachers’ linguistic insecurity on learners’ productive skills. Journal of Language and Linguistic Studies, 13(1), 379-398. https://dergipark.org.tr/en/download/article-file/440521
Demir, Y. (2017). What, how and why? A multi-dimensional case analysis of the challenges facing native and non-native EFL teachers. PASAA: Journal of Language Teaching and Learning in Thailand, 54, 14-176. https://files.eric.ed.gov/fulltext/EJ1171211.pdf
Deng, L., Zhang, L. J., & Mohamed, N. (2023). Exploring native and non-native English speaker teachers’ perceptions of English teacher qualities and their students’ responses. Frontiers in Psychology, 14, 1-9. https://doi.org/10.3389/fpsyg.2023.1175379
Dombaycı, M., & Ipek, H. (2025). Nonnative pre-service EFL teachers’ perceptions of native and non-native English-speaking teachers: An exploration in Turkish contexts. Romaya Journal, 5(1), 142-154. https://dergipark.org.tr/en/download/article-file/4807308
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
Ekmekçi, E. (2016). Comparison of native and non-native English language teachers’ evaluation of EFL learners’ speaking skills: Conflicting or identical rating behaviour? English Language Teaching, 9(5), 98-105. https://doi.org/10.5539/elt.v9n5p98
Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133-142. https://doi.org/10.1016/j.system.2017.07.003
Holliday, A. (2013). The Struggle to Teach English as an International Language. Oxford University Press.
Holliday, A. (2015). Native-speakerism: Taking the Concept Forward and Achieving Cultural Belief. In: Swan, A., Aboshiha, P., Holliday, A. (Eds) (En)Countering Native-speakerism. Palgrave Advances in Language and Linguistics (pp. 11-25). Palgrave Macmillan. https://doi.org/10.1057/9781137463500_2
Javadi, M. (2020). Differences in teaching styles and oral language proficiency of non-native English speaker teachers: As perceived by the Iranian EFL students. Modern Journal of Studies in English Language Teaching and Literature, 2(1), 10-30. https://doi.org/10.56498/21202093
Kachru, B. B. (1985) Standards, codification and sociolinguistic realism: the English language in the outer circle. In R.Quirk and H.G. Widdowson (Eds), English in the world: Teaching and learning the language and literatures (pp.11-30). Cambridge University Press.
Karakaş, A., Uysal, H., Bilgin, S., & Bulut, T. (2016). Turkish EFL learners' perceptions of native English-speaking teachers and non-native English-speaking teachers in higher education. Novitas-ROYAL (Research on Youth and Language), 10(2), 180-206. https://files.eric.ed.gov/fulltext/ED573976.pdf
Kiczkowiak, M. (2020). Recruiters' attitudes to hiring ‘native’ and ‘non-native speaker’ teachers: An international survey. Tesl-Ej, 24(1),1-22. https://files.eric.ed.gov/fulltext/EJ1257226.pdf
Kirkpatrick, A. (2008). World Englishes: Implications for international communication and English language teaching. Cambridge University Press.
Lantolf, J. P., & Thorne, S L. (2007). Sociocultural Theory and The Genesis of Second Language Development. In P.I. De Costa (Eds.), Applied linguistics (pp. 477-480). Oxford University Press.
Lasagabaster, D., & Sierra, J. M. (2005). What do students think about the pros and cons of having a native speaker teacher?. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession (pp. 217-241). Springer.
Lee, J. H. (2020). Relationships among students’ perceptions of native and non-native EFL teachers’ immediacy behaviours and credibility and students’ willingness to communicate in class. Oxford Review of Education, 46(2), 153-168. https://doi.org/10.1080/03054985.2019.1642187
Levis, J. M., Sonsaat, S., Link, S., & Barriuso, T. A. (2016). Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50(4), 89-931. https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesq.272
Li, Z., Rubie-Davies, C. & Wu, Z. (2024). Stronger teacher expectation effects on foreign language learning: Student perceptions of the classroom environment as moderators. Social Psychology of Education, 27, 543-566 https://doi.org/10.1007/s11218-023-09849-0
Llurda, E. (2005). Non-native language teachers: Perceptions, challenges and contributions to the profession. Springer.
Llurda, E., & Calvet-Terré, J. (2022). Native-speakerism and non-native teachers: A research agenda. Language Teaching, Language Teaching. 57(2), 229-245. https://doi.org/10.1017/s0261444822000271
Ma, L. P. F. (2012). Advantages and disadvantages of native- and nonnative-English-speaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 28-305. https://doi.org/10.1002/tesq.21
Matsuda, A. (2012). Principles and practices of teaching English as an international language. Multilingual Matters.
Maxwell, J. A. (2010). Using numbers in qualitative research. Qualitative Inquiry, 16(6), 47-482. https://doi.org/10.1177/1077800410364740
Medgyes, P. (1994). The Non-Native Teacher. Macmillan.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Mullock, B. (2010). Does a good language teacher have to be a native speaker? In A. Mahboob (Ed.), The NNEST lens: Nonnative English speakers in TESOL (pp. 87-113). Cambridge Scholars Publishing.
Rao, Z., & Liu, F. (2020). An investigation into native and non-native teachers’ assessment of Chinese students’ English writing. Southern African Linguistics and Applied Language Studies, 38(2), 152-166. https://doi.org/10.2989/16073614.2020.1805776
Rasyid, F. (2023). Students’ perceptions toward teaching strategies of native and non‑native English‑speaking teachers. Journal of Educational Studies, 7827917, 1-9. https://doi.org/10.1155/2023/7827917
Phillipson, R. (1992). Linguistic Imperialism. Oxford University Press.
Qiu, X., & Fang, C. (2022). Creating an effective English-Medium Instruction (EMI) classroom: Chinese undergraduate students’ perceptions of native and non-native English-speaking content teachers and their experiences. International Journal of Bilingual Education and Bilingualism, 25(2), 64-655. https://doi.org/10.1080/13670050.2019.1707769
Rahman, F., & Yuzar, E. (2020). Students’ perception towards NNESTs & NESTs teaching styles: A study at State Islamic University of Ar-Raniry. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(2), 321-335. https://files.eric.ed.gov/fulltext/EJ1291652.pdf
Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher's self-image: An international survey. System, 22(3), 353-367. https://doi.org/10.1016/0346-251X(94)90021-3
Ruecker, T., & Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49(4), 733-756. https://www.jstor.org/stable/43893785
Saad Al Muabdi, H. (2021). The Students’ attitudes towards the NESTs versus NNESTs and their Impacts on the students’motivations to learn English language at KAU. Arab World English Journal. 1-35. https://dx.doi.org/10.24093/awej/th.280
Sandelowski, M. (2001). Real qualitative researchers do not count: The use of numbers in qualitative research. Research in Nursing & Health, 24, 230-240. https://doi.org/10.1002/nur.1025
Seidlhofer, B. (1999). Double standards: Teacher education in the expanding circle. World Englishes, 18(2), 233-245. https://doi.org/10.1111/1467-971X.00136
Selvi, A.F. (2014). Myths and misconceptions about the non-native English speakers in TESOL (NNEST) movement. TESOL Journal, 5(3), 573-611. https://doi.org/10.1002/tesj.158
Selvi, A. F., Yazan, B., & Mahboob, A. (2024). Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions. Language teaching, 57(1), 1-41. https://doi.org/10.1017/S0261444823000137
Sezgin, E. N., & Önal, A. (2021). Non-NESTs and NESTs from the perspectives of students and instructors in Turkish context. Journal of Bayburt Education Faculty, 16(32), 516-547. https://dergipark.org.tr/en/download/article-file/1536609
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. http://dx.doi.org/10.17763/haer.57.1.j463w79r5645541
Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method, and research. SAGE Publication Ltd.
Su, W. (2019). Exploring native English teachers’ and native Chinese teachers’ assessment of interpreting. Language and Education, 33(6), 57-594. https://doi.org/10.1080/09500782. 2019.1596121
Swain, M., Kinnear, P., & Steinman, L. (2015). Sociocultural theory in second language education: An introduction through narratives. Multilingual Matters.
Toyama, M., & Yamazaki, Y. (2020). Are there effects of a match between learning style and teaching style in an EFL classroom?. Innovation in Language Learning and Teaching, 14(3), 243-258. https://doi.org/10.1080/17501229.2019.1575386
Xu, L., & Xiao, Y. (2023). Students’ perceptions of native/non-native English-speaking EMI teachers: Are NS teachers better than NNS teachers?. Frontiers in Education, 7, 1-10. https://doi.org/10.3389/feduc.2022.1082600
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Walkinshaw, I., & Duong, O. T. H. (2012). Native-and Non-Native speaking English teachers in Vietnam: Weighing the benefits. Tesl-Ej, 16(3), 1-17. https://files.eric.ed.gov/fulltext/EJ995736.pdf
Walkinshaw, I., & Oanh, D. T. H. (2014). Native and non-native English language teachers: Student perceptions in Vietnam and Japan. Sage Open, 4(2), 1-9. https://doi.org/10.1177/2158244014534451
Wang, L., & Fang, F. (2020). Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers. Cogent Education, 7(1), 1778374. https://doi.org/10.1080/2331186X.2020.1778374

Ayrıntılar

Birincil Dil

İngilizce

Konular

Yükseköğretim Çalışmaları (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Hatice Çeşme ^*
0000-0003-3279-7205
Türkiye

Yayımlanma Tarihi

29 Ekim 2026

Gönderilme Tarihi

14 Mart 2026

Kabul Tarihi

6 Eylül 2026

Yayımlandığı Sayı

Yıl 2026 Cilt: 34 Sayı: 4

DOI

https://doi.org/10.24106/kefdergi.1909507

IZ

https://izlik.org/JA88HJ32HC

APA

Çeşme, H. (2026). Insights on Native vs. Non-Native Teachers in an EFL Context. Kastamonu Education Journal, 34(4), 720-738. https://doi.org/10.24106/kefdergi.1909507

AMA

1.Çeşme H. Insights on Native vs. Non-Native Teachers in an EFL Context. Kastamonu Eğitim Dergisi. 2026;34(4):720-738. doi:10.24106/kefdergi.1909507

Chicago

Çeşme, Hatice. 2026. “Insights on Native vs. Non-Native Teachers in an EFL Context”. Kastamonu Education Journal 34 (4): 720-38. https://doi.org/10.24106/kefdergi.1909507.

EndNote

Çeşme H (01 Ekim 2026) Insights on Native vs. Non-Native Teachers in an EFL Context. Kastamonu Education Journal 34 4 720–738.

IEEE

[1]H. Çeşme, “Insights on Native vs. Non-Native Teachers in an EFL Context”, Kastamonu Eğitim Dergisi, c. 34, sy 4, ss. 720–738, Eki. 2026, doi: 10.24106/kefdergi.1909507.

ISNAD

Çeşme, Hatice. “Insights on Native vs. Non-Native Teachers in an EFL Context”. Kastamonu Education Journal 34/4 (01 Ekim 2026): 720-738. https://doi.org/10.24106/kefdergi.1909507.

JAMA

1.Çeşme H. Insights on Native vs. Non-Native Teachers in an EFL Context. Kastamonu Eğitim Dergisi. 2026;34:720–738.

MLA

Çeşme, Hatice. “Insights on Native vs. Non-Native Teachers in an EFL Context”. Kastamonu Education Journal, c. 34, sy 4, Ekim 2026, ss. 720-38, doi:10.24106/kefdergi.1909507.

Vancouver

1.Hatice Çeşme. Insights on Native vs. Non-Native Teachers in an EFL Context. Kastamonu Eğitim Dergisi. 01 Ekim 2026;34(4):720-38. doi:10.24106/kefdergi.1909507

Kastamonu Eğitim Dergisi, Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY) ile lisanslanmıştır.

Yabancı Dil Olarak İngilizce Eğitiminde Anadili İngilizce Olan ve Olmayan Öğretmenlere İlişkin Görüşler

Öz

Anahtar Kelimeler

Insights on Native vs. Non-Native Teachers in an EFL Context

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster