The differences in Indonesian ESL students’ motivation and perceptions of NEST and NNEST
JET ADI BUANA, 2020 Different teachers might have different influence on students’ motivation as well as perceptions. The present study aims to analyse the differences in students’ motivation and perceptions toward of two different types of teachers; NEST (Native English Speaking Teachers) and NNEST (Non-Native English Speaking Teachers). The present study applied a mixed
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Non-Native English-Speaking Teachers’ Legitimacy Negotiation in North American ELT Classrooms [PDF]
, 2013 The purpose of this paper is to examine the complexities of non-native English-speaking teachers’ (NNESTs’) legitimacy negotiation process in North American English language teaching (ELT) classrooms.
Song, Chao
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El bienestar de los docentes importa: el caso de la motivación de los estudiantes sobre sus propias percepciones de los docentes hablantes nativos y no nativos de inglés [PDF]
English has become the most-widely used lingua franca in international communication, creating a demand for effective English teachers around the world.
Deng, Liwi +2 more
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Beyond Embracing A Multicompetent Self: An Autoethnography of A NNEST [PDF]
, 2016 This article represents the identity transformation process of a non-native English- speaking teacher (hereafter NNEST) in the format of an autoethnography.
Lee, Seullee Talia
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NNESTS metacognitive awareness of their identities-in-practice: a sociocultural perspective
, 2021 Metacognition is a complex, valuable tool that generates growth in learning processes that can aid in non-native English-speaking teachers (NNESTs) identity-in-practice. Most research on metacognition in pedagogical contexts study students’ beliefs, knowledge, experiences, and skills; however, research on teachers’ metacognitive awareness is just as ...
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Native versus Non‒native speaking teachers of English : Exploring Advantages and Effectiveness [PDF]
departmental bulletin ...
Lee, Mina, リー, ミナ
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ELT in Indonesian Context: Which One is Better? NESTs or NNESTs
Jurnal Iqra': Kajian Ilmu Pendidikan, 2017 Teachers are unquestionably a vital factor in the field of education and English teaching is no exception. Good teachers of English language must acquire, at minimum, three main skills: linguistic, pedagogic and cultural skills. In Indonesia, nowadays, many schools and universities not only employ non-native English speaking teachers (NNESTs) who are ...
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A multi-perspective and multi-method study on perceptions of English proficiency and pedagogical practices of NNESTs and NESTs in Chinese university classrooms [PDF]
This study investigates the perceived English proficiency and teaching practices of non-native and native English-speaking teachers (NNESTs and NESTs) in Chinese universities, utilizing a multi-method approach including surveys, classroom observations ...
Deng, Jie, Li, Ke
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From Challenge to Catalyst: Reframing NNEST Identity in Global ELT
British Journal of Applied LinguisticsThe English language teaching (ELT) profession remains steeped in native-speakerism ideologies that disproportionately marginalize non-native English-speaking teachers (NNESTs), despite their constituting the majority of the global ELT workforce. This paper investigates the systemic challenges NNESTs face, including hiring discrimination, wage gaps ...
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The Natives are Revolting! Moving Beyond the NNEST/NEST Dichotomy in English Language Teaching
Elementary Education in Theory and Practice, 2017 Zagadnienie „Native-Speakerism” osadzone jest w obszarze Nauczania Języka Angielskiego (ELT). Wykonywanie zawodu nauczyciela języka angielskiego ulega podziałowi na dwie kategorie: pierwszą odzwierciedla pojęcie „Native English Speaker Teachers” – NEST; drugą jest „Non-Native English Speaker Teachers” – NNEST.
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