, 2021 Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) has been branched out for language-skill specific purposes by various researchers over the last few decades.
Yasemin Bölükbaşı
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Accentedness, Comprehensibility, Intelligibility, and Interpretability of NNESTs [PDF]
The CATESOL Journal, 2008 Forty ESL students responded to extemporaneous stimuli produced by 4 ESL teachers of different language backgrounds. The listeners rated each stimulus for foreign accentedness and comprehensibility (estimation of difficulty in understanding an utterance) on 9-point scales. They also answered comprehension questions to measure speakers’ interpretability
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Primary School Teachers of Social Science, Islamic Studies, and Arabic Language: A Study of Attitudes of NNEST [PDF]
, 2023 Quality assurance and achievement of objectives has necessitated inquiry into how Non-native English- speaking teachers (NNEST) with different subject specializations are influenced in terms of quality of program design, achievement of program objectives,
A. Alwehebi, K.
core
Turkish Teacher Candidates’ Perceptions of Native-Speakerism
Sakarya University Journal of Education, 2019 This qualitative study explores the opinions of 23 preservice teacherson native-speakerism in the English language teaching (ELT) profession. Theparticipants were asked to respond to a prompt in writing, with reference tothe situation in Turkey.
Sibel Tatar
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Examining the influence of native and non-native English-speaking teachers on Korean EFL writing
Asian-Pacific Journal of Second and Foreign Language Education, 2020 Both Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) may have advantages as writing instructors, yet little is known about how they actually influence writing in EFL contexts like South Korea.
Andrew Schenck
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Exchanges, 2020 This study explores and problematises the various challenges six non-native English-Speaking Teachers (NNESTs) faced in the ESL teaching profession.
Urmee Chakma
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STUDENTS’ MOTIVATION AND PREFERENCES TOWARD NATIVE AND NON-NATIVE ENGLISH SPEAKING TEACHERS [PDF]
, 2018 There is a notion that teachers are one of important factors which motivate students to learn English. The present study aims to investigate students’ motivation in learning English with Native English Speaking Teachers (NEST) and Non-native English ...
Adara, Reza Anggriyashati
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Native Speakerism and Employment Discrimination in English Language Teaching
Canadian Journal for New Scholars in Education, 2023 The terms ‘native speaker’ and ‘non-native speaker’ are commonly used in English Language Teaching (ELT). Such terminologies create segregation and negatively affect the morale of some non-native English-speaking teachers (NNEST).
Albert Maganaka
doaj
The NEST/NNEST Binary and Translingual Identity of U.S.-Educated EFL Instructors in Saudi Arabia: A Study on Linguistic and Cultural Navigation in the Classroom [PDF]
, 2023 This study contributes to the Global Southern epistemological debates on the professional identity negotiations of Global-North-educated English as a Foreign Language (EFL) instructors.
Mansoor S. Almalki
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A SCOPING REVIEW OF THE “NEST/NNEST STUDIES” IN TURKEY: A COUNTRY IN FOCUS
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2021 Parallel to the increasing growth in critical approaches to ELT since the 1970s and the exponential interest in (second) language teacher identity since the late 1990s, we have been witnessing the emergence of what some scholars call “NEST/NNEST studies” as a bona fide area of inquiry in ELT and applied linguistics.
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