Challenges of Employing the Underlying Tenets of English as an International Language in Iran
Education Research International, Volume 2024, Issue 1, 2024.Concerning the complexities that are closely related to the rapid spread of English around the world over the past few decades, English as an international language (EIL) was proposed to represent a revisiting of the established notions within the field of teaching English as a foreign language (TEFL) by holding a positive attitude toward non‐native ...
Mahmood Hashemian +3 more
wiley +1 more source
Arab English Language Teaching Candidates Climbing the IELTS Mountain: A Qualitatively Driven Hermeneutic Phenomenology Study [PDF]
, 2016 As a high-stakes international language proficiency benchmark, the International English Language Testing System (IELTS) requires different and special Language Learning Strategies (LLS), which pose numerous challenges to its takers.
Al-Bulushi, Ali H. +2 more
core +1 more source
NATIVE ENGLISH SPEAKER TEACHERS (NESTS) AND NON-NATIVE ENGLISH SPEAKER TEACHERS (NNESTS) IN INDONESIA: PREFERENCE AND DILEMMA [PDF]
, 2014 Issues about native English speaker teachers (NESTs) versus non-native English speaker teachers (NNESTs) have become a never ending debate. Whether native English speaker teachers or non-native English speaker teachers who are more appropriate to teach ...
Septarini, Kartika
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Investigating Pre-Service Teachers’ Perceptions of Native and Non-Native English Educators and Speakerism [PDF]
English as a lingua franca (EFL) and World Englishes (WEs) challenge traditional English language teaching paradigms that centred around native-speaker norms, often rooted in the ideology of native speakerism, a persuasive ideology in English language ...
Putri Adinda Pratiwi, Rahmah Fithriani
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Delving into International Students’ Attitudes to NESTs and NNESTs
3L The Southeast Asian Journal of English Language Studies, 2017 This study examined the attitudes of international students at university level towards native English-speaking teachers (NESTs) and non-native English speaking teachers (NNESTs) in a Thai context. It also explored how the attitudes held towards these two groups of teachers shaped the participants’ learning practices and motivation to learn ...
openaire +1 more source
What do teachers need to know about grammar? [PDF]
, 2014 The literature regarding teacher knowledge endorses the importance of English language specialist (ESOL) and mainstream teachers’ grammatical knowledge for teaching and assessment purposes.
Edwards, Susan
core
Exploring native and non-native English speaker teachers' perceptions of English teacher qualities and their students' responses. [PDF]
Front Psychol, 2023 Deng L, Zhang LJ, Mohamed N.
europepmc +1 more source
Collaboration between Native and Non-native English-Speaking Teachers [PDF]
, 2011 This study is designed to be an empirical study of the nature of the collaboration between three NESTs and three Taiwanese teachers of English (TTEs), who are NNESTs, in elementary schools in Taiwan. The aim of this study is threefold: (a) to explore the
Islam, Mohammad Nurul
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A collection of accepted international conference/workshop abstracts [PDF]
This file contains the abstracts I have sent to international conferences in several places around the world including Arizona, Ohio, and Albuquerque in the United States; Siliwangi, Indonesia; and Kuala Lumpur ...
Fithriani, Rahmah
core
Native vs. non-native EFL teachers: Who are better? [PDF]
, 2018 This paper discusses possible advantages of having Non-Native English-Speaking Teachers (NNESTs) to teach English as a Foreign-Language (EFL) especially in Asian countries when they are often regarded as inferior to their Native English-Speaking Teachers
Kurniawati, Kurniawati, Rizki, Dini
core +3 more sources