Do Non-Native-English-Speaking Teachers' Estimated Language Proficiency Affect Their Teaching Effectiveness?

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: SIG-Measurement and Assessment in Higher Education Virtual Poster Session

Abstract

Despite a recent surge in literature on NNESTs in the worldwide discourse of English language teaching (ELT), the impact of non-native English-speaking teachers’ language competency within their own state educational systems remains woefully under-examined. A study was done in China to investigate this topic and determine how the language competency of NNESTs affects the effectiveness of their classroom teaching effectiveness. Five NNESTs teaching similar content were observed and surveys and interviews with students were done after each final class. According to the findings, while NNESTs’ language proficiency contributes to their teaching effectiveness, non-teacher factors also play important roles in helping NNESTs achieve effective language lessons.

Authors

• Bing Xiaoyi, Hunan Normal University
  Presenting Author

• Xiaoqing Gao
  Non-Presenting Author