LAC HONG UNIVERSITY NGUYEN THI TU NHI A SURVEY INTO EFL STUDENTS’ PERCEPTIONS OF STUDYING ENGLISH WITH NATIVE SPEAKING TEACHERS AT EASTERN INTERNATIONAL ENGLISH-UNIVERSITY FOREIGN LAN
LITERATURE REVIEW
Theoretical background
The importance of learning English in Vietnam has surged with the rapid pace of globalization, as English has become the global lingua franca Consequently, an increasing number of Vietnamese students are pursuing English language studies each year.
Walkinshaw and Duong (2014) highlight that Non-Native English Speaking Teachers (NNESTs) excel in explaining grammatical concepts and enhancing classroom engagement In contrast, Native English Speaking Teachers (NESTs) demonstrate strong skills in pronunciation, language usage, and cultural nuances of the English language.
A study by Thien, Tuyen, and Hung (2018) found that most students preferred learning English for Biology from Non-Native English Speaking Teachers (NNESTs) In contrast, fewer students favored Native English Speaking Teachers (NESTs), while some expressed a desire to learn from both types of instructors.
Students view Native English-Speaking Teachers (NESTs) as models for pronunciation and language proficiency, as well as cultural informants However, they often feel dissatisfied with NESTs' explanations of grammatical concepts, leading to conflicts stemming from cultural differences In contrast, Non-Native English-Speaking Teachers (NNESTs) are recognized for their strong grammar instruction and their ability to use students' native languages effectively when necessary.
According to Ma's (2012) study, 75% of students reported that learning with NESTs aided their comprehension of Western cultural norms and values, which are frequently interconnected with language usage
Perception involves the cognitive awareness and interpretation of sensory information after specific events Utilizing students' perspectives can provide a valuable alternative for assessing teachers, moving beyond traditional final exams and test scores When students are disinterested in a course, especially in subjects like English, they are less likely to engage meaningfully with the material.
By gauging students' viewpoints, teachers may ascertain the students' requirements Therefore, doing research on students' impressions is necessary in order to provide an efficient teaching environment (Centra & Gaubatz, 2000)
Research shows that students generally prefer learning with Native English Speaking Teachers (NESTs) due to their proficiency in the language and insight into cultural nuances However, challenges arise from difficulties in understanding various dialects and cultural differences.
Advantages and disadvantages of studying English with native English-speaking
Both Native English Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (NNESTs) offer unique advantages and disadvantages in English instruction, as noted by Tsou & Chen (2019) This perspective is supported by Qadeer (2019), who advocates for a collaborative teaching approach that integrates both NESTs and NNESTs, potentially enhancing the effectiveness of English as a foreign language education.
Enhanced communication among students, non-native English-speaking teachers (NNESTs), and native English-speaking teachers (NESTs) is essential for fostering mutual understanding and integrating NESTs into the educational system NESTs must also be aware of the expectations placed on them, necessitating a deeper commitment to acquiring relevant cultural knowledge.
NESTs (Native English-Speaking Teachers) offer learners valuable exposure to authentic English pronunciation, enhancing their language skills Research by Bader and Ekram (2014) indicates that Jordanian graduate students prefer native instructors for pronunciation, oral skills, and cultural education Additionally, findings from Walkinshaw and Oanh (2014) reveal that students view NESTs as models of correct pronunciation and language use, while also providing essential cultural insights.
NESTs frequently demonstrate exceptional proficiency in instructing students in oral communication abilities, hence cultivating fluency and instilling a sense of assurance in spoken English
The existence of NESTs has the potential to serve as a source of inspiration for students, therefore fostering a conducive and optimistic atmosphere for learning
NNESTs encounter ongoing challenges in gaining acceptance and respect in ESL contexts, requiring them to put in more effort than their NEST counterparts (Amin, 2004; Thomas, 1999) Despite having teaching qualifications and skills, NNESTs often struggle to secure employment and must continuously prove their competence to both colleagues and students In contrast, NESTs are often hired with minimal teacher training due to the belief that language proficiency inherently translates to teaching ability (Seidlhofer, 1999).
Instructing complex grammatical concepts can be challenging for Native English Speaking Teachers (NESTs) without specialized training in language instruction Research by Bader and Ekram (2014) indicates that Jordanian graduate students favor Non-Native English Speaking Teachers (NNESTs) for grammar and writing instruction These students believe that NNESTs' understanding of their native language allows for greater empathy and the effective use of translation techniques in teaching.
NESTs often face communication challenges stemming from their limited understanding of local cultural and linguistic contexts, which can hinder effective interactions.
Cultural differences between Native English-Speaking Teachers (NESTs) and students can lead to misunderstandings and challenges in connecting with specific topics According to Tsou and Chen (2019), both NESTs and Non-Native English-Speaking Teachers (NNESTs) possess unique strengths and weaknesses in their English teaching methods Interestingly, the disadvantages observed in one group can often be beneficial for the other Participants reported finding NESTs more difficult to communicate with, highlighting the complexities of teacher-student interactions in diverse cultural contexts.
“NNESTs were believed to have limited English proficiency." The viability of implementing NESTs may be affected by budgetary limitations and geographical considerations, thereby restricting access to these resources
1.3 Introduction about Eastern International University Foreign Language Center
The Eastern International University Foreign Language Center (EIU FLC) is part of Eastern International University (EIU), which is affiliated with Becamex Investment and Industrial Development Corporation (Becamex IDC Corp) EIU aims to develop high-quality human resources to address the pressing manpower needs for sustainable socio-economic growth in Binh Duong Currently, the university serves over 5,000 students across eight accredited undergraduate programs, all adhering to the standards set by the Ministry of Education and Training.
EIU aims to become a leading scientific research hub for technology transfers and applications, fostering socio-economic development in the southern key economic region and across Vietnam To achieve this goal, EIU mandates that students attain an IELTS band score of 6.0 prior to graduation, with business administration students required to meet this standard before commencing their major studies To support this initiative, EIU has established the FLC, dedicated to providing high-quality resources and education to help students reach their English proficiency goals efficiently.
The Eastern International University Foreign Languages Center (EIU FLC), a division of Eastern International University, provides extensive English language programs aimed at helping students achieve a score of 6.0 on the IELTS exam through a comprehensive 1000-hour curriculum that begins at the foundation level With a learner-centered approach, EIU FLC employs a flexible and innovative teaching method led by highly skilled native English-speaking teachers (NESTs) These expert instructors are dedicated to enhancing students' proficiency in foreign languages, which is advantageous for both academic pursuits and research endeavors.
The faculty at EIU FLC consists of native English speakers from countries like England, the USA, Ireland, New Zealand, and Australia Each teacher holds a minimum of a bachelor's degree and an internationally recognized teaching certificate such as CELTA, TEFL, or TESOL, accredited by institutions like the University of Cambridge and Trinity College, Dublin Additionally, all instructors have at least three years of experience in teaching English.
Previous studies
A survey by Primadi, Setiyadi, and Kadaryanto (2014) indicates that students' positive attitudes towards learning English may stem from the technical and integration motivation provided by their native teachers To cultivate and maintain favorable attitudes towards English, it is essential for educators to approach the establishment of English courses with respect and conduct comprehensive investigations into students' emotions, beliefs, needs, and behaviors.
The research titled “Agriculture Students’ Perceptions Toward Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs)” by Wulandari, Fitria, and Maryanti (2022) demonstrates that agriculture students hold a positive view of both native and non-native English-speaking teachers.
“Chinese students' perceptions of NESTs in EFL teaching," a study written by Rao
In a study conducted in 2010, the perspectives of 20 Chinese English as a Foreign Language (EFL) students were examined regarding the strengths and weaknesses of Native English-Speaking Teachers (NESTs) in EFL instruction The findings revealed that the majority of NESTs demonstrate qualities and skills that are essential for effective language teaching.
A study by Tsou and Chen (2019) titled "Taiwanese University Students’ Perceptions toward Native and Non-Native English-Speaking Teachers in EFL Contexts" explored Taiwanese EFL students' opinions on NESTs and NNESTs with degrees from English-dominant countries The findings showed a general preference for NESTs, although participants recognized that both groups possessed unique strengths and weaknesses in their English instruction Notably, the drawbacks attributed to one group were often viewed as advantages of the other.
Theoretical framework
This study investigates students' perceptions of learning English with Native English-Speaking Teachers (NESTs), focusing on the advantages and disadvantages they experience It also examines various factors influencing their language acquisition in this context.
Figure 1.1 A model of students’ perceptions of studying English with NESTs
This study's conceptual framework investigates the benefits and drawbacks of learning English with Native English-Speaking Teachers (NESTs) at EIU FLC, focusing on students' perceptions By integrating essential linguistic concepts, the research aims to provide insights into how NESTs influence language acquisition and student experiences.
Use more interesting class activities
Apply modern teaching methods and techniques
Assumptions, values, knowledge, feelings, attitudes
Factors affecting the students' perception with
Teaching methods, behaviors, Teaching materials,
Do not explain the concepts or words in
English for explanations in the lesson, can sometimes cause confusion and difficulty for students to understand
Students’ perception of advantages when study English with NESTs
Provide extensive information about the culture of English- speaking countries
Encourage students to speak more in class
Have difficulties responding to students’ questions about English language use
Prepare learners well for the IELTS exams
Implement a comfortable classroom policy and organization that contribute to a positive learning environment.
Behavior is friendly and open-minded
The analytical framework aims to examine the elements influencing students' attitudes towards learning with Native English Speaking Teachers (NESTs), emphasizing the importance of marking theories and specific features This conceptual framework is visually represented in Figure 1.1, which encapsulates the core aspects of the theoretical framework.
- NESTs are better teachers of oral skills such as pronunciation, listening, and speaking
- NESTs vary their use of materials more than NNESTs do
Non-native English speaking teachers (NNESTs) are often seen as exceptional educators due to their expertise in teaching grammar and cultural nuances They possess a unique ability to anticipate the challenges faced by students and demonstrate increased empathy towards their learning needs.
Basing instructional strategies and curriculum development on NESTs' expertise in oral skills and material diversity
- Students’ attitudes were more positive towards NESTs than towards NNESTs
- NNESTs’ lack of confidence in their linguistic and teaching skills
Examining student preferences and views while choosing and developing teachers
Student attitudes towards English teachers are influenced by multiple factors, with the teacher's status as a native or non-native English speaker being just one element Additional factors that shape these attitudes include teaching methods, classroom environment, and the teacher's interpersonal skills.
Understanding the intricate perceptions students hold about English instructors involves considering various factors that influence teacher-student relationships and classroom dynamics Key elements include students' English proficiency levels, their expected grades, the teacher's communication abilities, teaching style, and overall appearance.
METHODOLOGY
Research Design
This research utilized a quantitative methodology through a survey instrument featuring targeted multiple-choice questions and statements Participants rated these items on a Likert scale, providing a consistent framework for their responses (Schuman & Presser).
Brown (2001) highlights that the close-response format enhances consistency in questioning, reducing the likelihood of respondents skipping questions due to complexity This approach leads to responses that are typically easy to analyze.
The investigation aimed to identify the problem, define the project's objective, and understand the data characteristics As a result, a quantitative methodology was deemed most appropriate, employing questionnaires with closed-ended questions and Likert-scale items.
Research site
The study took place at Eastern International University (EIU) in Binh Duong province, chosen for its dedicated team of Native English Speaking Teachers (NESTs) and its successful academic English program aimed at achieving a minimum IELTS score of 6.0 for graduation As a researcher affiliated with the university, this setting provided a unique opportunity to explore factors that could improve the effectiveness of English language instruction and acquisition through NESTs.
A survey was carried out to examine the demographic characteristics of teachers at EIU FLC, providing insight into the important aspects that impact students' attitudes towards studying English with NESTs
All teachers at EIU FLC are native English speakers from various countries, ensuring a diverse linguistic environment To qualify for a teaching position, candidates must have a bachelor's degree and a minimum of three years of experience in international teaching Additionally, they are required to hold recognized teaching qualifications, such as CELTA, DELTA, TESOL, MA TESOL, or TEFL, accredited by reputable institutions like the University of Cambridge or Trinity College.
What are the nationalities of NESTs?
Chart 2.1 The nationalities of NESTs at EIU FLC
A recent study conducted at EIU FLC revealed that the university employs 44 native English-speaking teachers Among these teachers, 36% hail from the United Kingdom, 27% from the United States, and 18% from Ireland, while New Zealand contributes 14% of the native English-speaking teachers surveyed.
The presence of Native English-Speaking Teachers (NESTs) from diverse countries such as the United Kingdom, the United States, Ireland, New Zealand, and Australia at EIU FLC reflects a rich tapestry of cultural and linguistic backgrounds Notably, Australia contributes to 5% of the surveyed NESTs, emphasizing the global representation within the teaching team.
Table 2.1 Demographic of the NESTs at EIU FLC
How long Teachers have been teaching English as a foreign language before starting teaching at EIU FLC
Teachers have worked as an
A significant majority of Native English-Speaking Teachers (NESTs) at EIU FLC are male, making up 84.1% of the teaching staff, while females represent only 15.9% This gender imbalance reflects a broader trend among English teachers in Binh Duong, where male teachers are more prevalent Various factors contribute to the scarcity of female foreign teachers in EFL or ESL countries, and post-pandemic conditions may exacerbate this issue, as many female educators now prefer to remain in their home countries rather than pursue overseas teaching opportunities.
The age distribution among NESTs is as follows: 11.4% of the individuals belong to the age group of 25 to less than 30 27.3% fall between the ages of 30 and less than
In a recent analysis of instructor demographics, it was found that 25.0% of instructors are aged between 35 and under 40, while 22.7% fall within the 40 to under 45 age range Additionally, 13.6% of instructors are 45 years old or older Notably, the age groups with the highest representation of instructors are those aged 30 to under 35 and 35 to under 40.
A significant portion of the participants in the study hold advanced educational qualifications, with 59.1% possessing a bachelor's degree, 38.6% a master's degree, and 2.3% a Ph.D In terms of teaching certifications among Native English-Speaking Teachers (NESTs), 34.1% have obtained a CELTA certificate, while 22.7% hold an MA TESOL Additionally, 18.2% of NESTs possess a DELTA qualification, 13.6% have a TESOL certificate, and 11.4% hold a TEFL certificate, indicating a diverse range of qualifications within this group.
The findings indicate that all teachers at EIU FLC possess teaching certificates from globally recognized organizations The teaching certificates that were mentioned in the survey are explained as follows:
CELTA, or the Certificate in Teaching English to Speakers of Other Languages, is an initial certification designed for individuals with minimal or no prior teaching experience Awarded by Cambridge Assessment English, a division of the University of Cambridge, CELTA is recognized as a Level 5 credential on the Regulated Qualifications Framework (RQF).
The DELTA, or Diploma in Teaching English to Speakers of Other Languages, is an advanced qualification designed for experienced English language teachers Awarded by Cambridge Assessment English, it is regarded as a more advanced credential compared to the CELTA Additionally, DELTA is recognized as a Level 7 qualification on the Regulated Qualifications Framework (RQF).
TESOL, or Teaching English to Speakers of Other Languages, encompasses various qualifications, including certificates, diplomas, and master's degrees, offered globally Recognized by esteemed organizations like Trinity College London and the TESOL International Association, TESOL certification is essential for educators aiming to teach English to non-native speakers.
The Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) is a graduate-level degree program that emphasizes advanced studies in the fields of language teaching and learning.
• TEFL is a certificate in Teaching English as a Foreign Language TEFL is a term often used interchangeably with TESOL, particularly in contexts where English is not the primary language spoken
In terms of teaching experience, the majority have been teaching English as a foreign language for 3 to 5 years (36.4%), followed by 5 to 7 years (34.1%) and 7 to 10 years (25%)
In a recent survey, it was found that 22.7% of teachers have prior experience as IELTS examiners but no longer hold that role, while 13.6% are currently serving as examiners Notably, the majority of teachers, accounting for 63.6%, have never been IELTS examiners.
The research encompassed a cohort of 309 undergraduate students from Eastern International University Analysis of the demographic survey data yielded the following information:
Table 2.2 Students’ gender and age
Count Table Total N % Count Table Total N
An analysis of student demographics reveals a balanced distribution of male and female students across various age groups Notably, 61.5% of the student population falls within the 18-19 age range, typically representing first-year students at Eastern Illinois University (EIU).
Chart 2.2 Students’ gender and age
Percentage of MalePercentage of Female
Approximately 27.8% of students are aged 20 to 21 years, while 9.7% fall within the 22-23 age range A minimal 0.6% of students are aged 24-25, and there is only one student over the age of 25.
Let’s examine Chart 2.3 and Table 2.4 of the questions below
“How long have you studied English before starting studying at EIU FLC?”
Chart 2.3 Students’ English study duration before studying at EIU FLC
At EIU FLC, 53% of students have studied English for 7 to 10 years prior to university enrollment, while around 35% have engaged in English studies for 5 to less than 7 years Additionally, a smaller portion of the student body has studied English for 1 year to under 5 years.
5 years account for a lesser percentage, namely 3% Curiously, a mere 8% of students had pursued English education for over a decade prior to beginning their studies at EIU FLC
“What level are you currently studying at EIU FLC?”
Table 2.3 Student's current levels of English
Chart 2.4 Students’ current levels of English
Research instruments
The research instrument in this study includes a questionnaire on students’ perspectives of studying English with NESTs, which took place during the 2023-2024 academic year
This study utilized a questionnaire to assess students' perceptions of studying English with Native English-Speaking Teachers (NESTs), encompassing their practices and experiences in English classes The questionnaire, structured into two sections with a total of 39 items using a five-point Likert scale, gauges students' opinions from "strongly disagree" to "strongly agree." The first section captures participants' demographic data, including gender, age, English study duration, current proficiency level, and major at EIU The second section, crucial for the study, contains four parts: Part two focuses on students' attitudes towards the advantages of studying with NESTs, while Part three addresses perceived disadvantages Part four highlights the benefits of learning with NESTs through 20 items, and Part five includes an open-ended question to gather students' objective insights.
Data collection procedure
A survey was conducted with 353 participants, including 44 English teachers and 309 undergraduate students enrolled in English courses at EIU FLC The feedback from student respondents was carefully analyzed to enhance the questionnaire during the pilot phase Furthermore, the reliability of the questionnaire was assessed by re-administering it to the same group of 309 students, ensuring consistent results and reinforcing the validity of the instrument.
After the instructor double-checked the content of the survey questions, the questionnaire was printed and distributed to students in 13 English classes at EIU FLC
Participants answered the questions directly in the questionnaires under the supervision of the researcher, ensuring that any doubts or questions could be addressed immediately
The researcher efficiently collected data within 30 minutes per class, minimizing disruptions to students' schedules This approach led to the successful gathering of completed questionnaires from 309 participants, achieving an impressive 100% response rate.
Data analysis procedure
This article outlines the systematic methodologies used to analyze a comprehensive dataset from a survey of 309 responses to 33 questions, aimed at exploring the factors influencing the effectiveness of English language instruction by Native English Speaking Teachers (NESTs) Utilizing SPSS software, the analysis aims to uncover key insights that can enhance the efficacy of NESTs and identify potential challenges in English language education.
Validity & reliability, ethical considerations
The study employed quantitative approaches to ensure the validity and reliability of its research tools and methodology A comprehensive evaluation of surveys and questionnaires was conducted to ensure their alignment with the study's objectives and concepts This process involved consulting relevant literature and experts to validate the instruments Reliability was assessed using Cronbach's alpha coefficient, which measures the interrelatedness of items, indicating their effectiveness in measuring the same underlying construct Additionally, reliability statistics were generated using the Statistical Package for Social Sciences (SPSS), enhancing the accuracy of the quantitative methods This rigorous approach ensures the integrity and robustness of the study's conclusions.
The article outlines the ethical framework for research, emphasizing the importance of obtaining informed consent, protecting participant confidentiality, and respecting participants' rights It details the procedural steps taken to secure ethical approval from the relevant institutional review board Additionally, it identifies potential risks associated with the research process and describes the strategies implemented to mitigate these risks, ensuring the ethical integrity of the entire research endeavor.
Chapter Summary
This chapter outlines the tools and methodologies used for data collection and analysis in research By employing a balanced and diverse strategy, the researcher effectively selected suitable methods and accessible resources, which enhanced the diversity of data sources and ensured the reliability and validity of the research instruments.
FINDINGS AND DISCUSSIONS
Descriptive analysis
3.1.1 Students and Teachers at EIU FLC
A research study conducted at Eastern International University involved a cohort of 309 undergraduate students, comprising 160 males and 149 females The participants primarily fell within the age brackets of 18–19 and 20–21 years Most students reported an English learning experience ranging from 5 to 10 years.
After a decade of English language learning, students at Eastern International University are now pursuing diverse majors, primarily in Business Administration and Software Engineering Currently, they are enrolled in 13 English classes at the EIU Foreign Language Center, spanning from Level 1 to Level 5.
Chapter 2 offers an in-depth analysis of the teaching staff at EIU FLC during the project's implementation, highlighting that all teachers are native English speakers from five English-speaking countries: the United Kingdom, the United States, Ireland, New Zealand, and Australia.
At EIU FLC, the majority of teachers are male, reflecting a broader trend seen in language schools across Binh Duong, where male teachers are more prevalent This gender imbalance may be attributed to various factors, including a decrease in female foreign teachers seeking opportunities in EFL or ESL countries Additionally, post-pandemic conditions have exacerbated this issue, as many female educators now prefer to remain in their home countries rather than take on teaching roles abroad.
The majority of instructors fall within the age brackets of 30 to under 35 years and 35 to under 40 years, highlighting a youthful and dynamic teaching staff Conversely, the age group of 40 to under 45 years shows the lowest representation among instructors.
At EIU FLC, all teachers are required to hold at least a bachelor's degree and a teaching certificate, but many exceed these minimum qualifications Notably, 38.6% of teachers have a Master's degree, while 2.3% hold a Ph.D Additionally, beyond the standard CELTA certification, some educators possess advanced credentials like the DELTA Importantly, 22.7% of the teaching staff have earned a Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL), which significantly enhances their effectiveness in the classroom.
All teachers at EIU FLC possess a minimum of three years of English teaching experience, with the majority having between five to ten years Notably, 36.3% of these educators have served as IELTS examiners, and 22.7% continue to hold this role This expertise is invaluable, making them vital for delivering the academic IELTS program effectively.
3.1.2 Likert scale used in the survey
The author employs qualitative and quantitative data analysis by organizing and presenting findings through tables and charts Essential methods include descriptive statistics, reliability tests, and the Likert scale approach, all of which are analyzed using Excel and SPSS software The Likert scale is applied using a specific formula to ensure accurate data interpretation.
𝐍𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐭𝐡𝐞 𝐠𝐫𝐨𝐮𝐩 The meanings of the values are shown in the following table:
Table 3.1 Gap widths of a 5-point likert scale
Item Item description Score range
After the data has been analyzed, it will be interpreted and discussed in light of the research objectives.
Assessment of the realiability for measurement scale
3.2.1 Students’ attitudes towards studying English with 100% NESTs
3.2.1.1 The reliability statistics of the scale for question 2.1 – 2.6
Table 3.2 Reliability statistics of the scale for students’ attitudes towards the advantages of studying English with NESTs
Items Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
2.1 Prefer studying English with NESTs to NNESTs
NESTs are friendly and open-minded
2.3 The teaching methods of your NESTs are really effective, motivating, and enjoyable
2.4 The teaching materials used in your English classes with NESTs are effective and relevant
2.5 You are satisfied with the teaching facilities, such as classrooms, equipment, and technology provided by
2.6 You are satisfied with the administration and student care service at EIU
Source: calculation results from SPSS 26.0 software
The researchers assessed the reliability of surveys administered to EFL students at EIU FLC using Cronbach's alpha and adjusted item-total correlation coefficients The findings indicate that all questionnaire items exceed the acceptable Cronbach's alpha threshold of 700, and the corrected item-total correlation values are all above 300, as shown in Table 3.2 Detailed reliability statistics for the questionnaire items are provided in Tables 3.2, 3.4, 3.6, and 3.8.
3.2.1.2 Findings and discussion regarding questions 2.1–2.6 Table 3.3 Descriptive statistics for questions 2.1–2.6
NESTs are friendly and open-minded
2.3 The teaching methods of your NESTs are really effective, motivating, and enjoyable
2.4 The teaching materials used in your English classes with NESTs are effective and relevant
2.5 You are satisfied with the teaching facilities, such as classrooms, equipment, and technology provided by
2.6 You are satisfied with the administration and student care service at
Source: calculation results from SPSS 26.0 software
A study of students' attitudes towards learning English with Native English-Speaking Teachers (NESTs) at EIU FLC reveals a positive outlook, with an average mean score of 4.39 indicating strong enjoyment and perceived benefits of NEST instruction Notably, 69.6% of students view their NESTs as friendly and open-minded, while 58.6% express a preference for NESTs over Non-Native English-Speaking Teachers (NNESTs) However, satisfaction with the administration and student care services at EIU FLC is comparatively lower, with only 42.7% of students strongly agreeing on this aspect.
Data analysis reveals that students at EIU FLC show a strong preference for Native English Speaking Teachers (NESTs) over Non-Native English Speaking Teachers (NNESTs) They view NESTs as kind, open-minded, and successful educators, which enhances their appeal Students appreciate the effective, inspiring, and enjoyable teaching techniques employed by NESTs, along with the relevant teaching materials that cater to their learning needs Additionally, their positive learning experiences with NESTs are influenced by the quality of educational facilities, including classrooms, equipment, technology, and the support services provided by the administration.
3.2.2 Students’ attitudes towards the disadvantages of studying English with 100% NESTs
3.2.2.1 The reliability statistics of the scale for question 3.1-3.7
Table 3.4 Reliability statistics of the scale for Students’ attitudes towards the disadvantages in studying English with NESTs
Items Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
3.2 NESTs do not explain the concepts or words in
English for explanations in the lesson, can sometimes cause confusion and difficulty for students to understand
3.4 NESTs do not understand the
3.5 NESTs are too strict in marking
3.6 NESTs do not assess students’ language knowledge properly
3.7 NESTs are not patient about students’ errors
Source: calculation results from SPSS 26.0 software
The reliability of the questionnaire was assessed using Cronbach’s Alpha coefficient calculated with SPSS version 26, resulting in a high alpha coefficient of 0.884 for the 7-item scale The corrected item-total correlation values ranged from 0.385 to 0.787, all surpassing the acceptable threshold of 0.3 These findings demonstrate that the items exhibit strong internal consistency and reliability.
3.2.2.2 Findings and discussion regarding questions 3.1-3.7 Table 3.5 Descriptive statistics for questions 3.1-3.7
Disagree Neutral Agree Strongly agree
3.2 NESTs do not explain the concepts or words in Vietnamese
English for explanations in the lesson, can sometimes cause confusion and difficulty for students to understand
3.4 NESTs do not understand Vietnamese culture
3.5 NESTs are too strict in marking
3.6 NESTs do not assess students’ language knowledge properly
3.7 NESTs are not patient about explaining students’ errors
Source: calculation results from SPSS 26.0 software
Table 3.5 illustrates students' perceptions of the drawbacks associated with learning English from 100% Native English Speaking Teachers (NESTs) The mean scores for the seven assessed items ranged from 3.1 to 3.7, with a total variation of 0.87 (minimum score of 1.75 and maximum score of 2.62) An average mean score of 2.16 suggests that most students have a mild agreement regarding the disadvantages of studying with NESTs Notably, the highest mean score of 2.62 reflects concerns that NESTs speak too quickly, while the lowest mean score of 1.75 indicates students feel that NESTs lack patience when explaining errors.
Students' perceptions of the disadvantages of learning English with 100% Native English-Speaking Teachers (NESTs) are relatively low, indicating that they do not see many drawbacks in this instructional approach Some noted disadvantages include rapid speech, insufficient explanations of concepts in Vietnamese, challenges in addressing language usage questions, strict grading practices, and inadequate assessment of language proficiency However, the least identified disadvantages are NESTs' lack of understanding of Vietnamese culture and impatience when correcting student errors This suggests that most NESTs at EIU FLC are seasoned educators who have spent significant time in Vietnam, allowing them to develop a deep understanding of Vietnamese culture and demonstrate patience in correcting students.
3.2.3 Students’ attitudes towards the advantages of studying English with 100% NESTs in general
3.2.3.1 The reliability statistics of the scale for question 4.1.1-4.1.9
Table 3.6 Reliability statistics of the scale for Students’ attitudes towards the advantages of studying English with 100% NESTs
Items Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
4.1.1 NESTs can pronounce naturally and accurately
4.1.2 NESTs can correct students’ pronunciation
4.1.3 NESTs encourage students to speak more
4.1.4 NESTs provide extensive information about the culture of
4.1.5 NESTs apply modern teaching methods and techniques
4.1.6 NESTs prepare learners well for the
4.1.7 NESTs often offer extensive chances for practice and reinforcement through homework assignments
4.1.8 NESTs use more interesting class activities
4.1.9 NESTs implement a comfortable classroom policy and organization that contribute to a positive learning environment
Source: calculation results from SPSS 26.0 software
With an impressive alpha value of 0.891, surpassing the acceptable threshold of 0.7, this study demonstrates a high level of reliability The analysis of the nine questions effectively measured the investigated concept, yielding strong and consistent results.
3.2.3.2 Findings and discussion regarding questions 4.1.1-4.1.9
Table 3.7 Descriptive statistics for questions 4.1.1-4.1.9
Disagree Neutral Agree Strongly agree
4.1.1 NESTs can pronounce naturally and accurately
4.1.2 NESTs can correct students’ pronunciation 309 0
4.1.3 NESTs encourage students to speak more
4.1.4 NESTs provide extensive information about the culture of
4.1.5 NESTs apply modern teaching methods and techniques
4.1.6 NESTs prepare learners well for the
4.1.7 NESTs often offer extensive chances for practice and reinforcement through homework assignments
4.1.8 NESTs use more interesting class activities
4.1.9 NESTs implement a comfortable classroom policy and organization that contribute to a positive learning environment
Source: calculation results from SPSS 26.0 software
Similarly, Table 3.7 shows that the mean scores of the items regarding students’ opinions on the advantages of NESTs in general were M 4.1.1 = 4.42, M 4.1.2 = 4.50,
The study revealed that students strongly believe NESTs (Native English-Speaking Teachers) encourage greater English speaking in class, as indicated by a high mean score of 4.71 for item 4.1.3 Additionally, students showed significant agreement that NESTs effectively prepare learners for IELTS exams, with a mean score of 4.68 for item 4.1.6 However, opinions on the amount of homework assigned by NESTs were more moderate, reflected in a mean score of 3.87 for item 4.1.7 Overall, EFL students expressed positive views regarding the advantages of learning from NESTs.
A recent survey revealed that students largely agree that native English-speaking teachers (NESTs) effectively prepare them for IELTS exams Respondents praised NESTs for their strong competence in teaching pronunciation, promoting oral communication, and providing extensive cultural knowledge about English-speaking countries Additionally, students felt comfortable with the classroom structure and regulations established by NESTs, contributing to a positive learning environment However, there was less consensus regarding the use of modern teaching methods, the inclusion of engaging classroom activities, and the availability of practice opportunities through homework assignments.
3.2.4 Students’ attitudes towards studying English with their NEST
3.2.4.1 The reliability statistics of the scale for question 4.2.1-4.2.11
Table 3.8 Reliability statistics of the scale for Students’ attitudes towards studying
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
4.2.2 I would enjoy taking another class with THIS
4.2.3 I would recommend a friend to take a class with
4.2.4 My English is improving a lot with this
4.2.5 My NEST is the kind of teacher I expected to have here
4.2.6 My NEST explains difficult concepts well
4.2.7 My NEST is able to simplify difficult material so I can understand it
4.2.8 My NEST teaches in a manner that helps me learn
4.2.9 My NEST motivates me to do my best to learn
4.2.10 My pronunciation is being improved with this
Source: calculation results from SPSS 26.0 software
The dependability level calculated based on the analysis of the eleven items is considered strong, as shown by an alpha value more than 0.7 (specifically, 0.919), as shown in Table 3.8
3.2.4.2 Findings and discussion regarding questions 4.2.1-4.2.11 Table 3.9 Descriptive statistics for questions 4.2.1-4.2.11
Disagree Neutral Agree Strongly agree
4.2.2 I would enjoy taking another class with THIS
4.2.3 I would recommend a friend to take a class with
4.2.4 My English is improving a lot with this
4.2.5 My NEST is the kind of teacher I expected to have here
4.2.6 My NEST explains difficult concepts well
4.2.7 My NEST is able to simplify difficult material so I can understand it
4.2.8 My NEST teaches in a manner that helps me learn
4.2.9 My NEST motivates me to do my best to learn
4.2.10 My pronunciation is being improved with this
Source: calculation results from SPSS 26.0 software
The descriptive statistics presented in Table 3.9 reveal students' positive opinions regarding the advantages of learning English with Native English-Speaking Teachers (NESTs) The mean scores indicate strong approval, with an overall average of 4.42 Students highlighted various benefits, including enjoyment in studying, significant skill improvement, and effective teaching methods that enhance motivation and learning outcomes Overall, students feel that their NESTs meet their expectations and contribute greatly to their English language development.
Survey participants strongly agreed on the benefits of learning English from Native English-Speaking Teachers (NESTs), both in general and regarding their current instructors.
A recent survey revealed that an impressive 96.8% of students believe their Native English-Speaking Teacher (NEST) is a proficient English instructor Additionally, 90.6% of respondents feel highly motivated by their NEST to excel in their English studies An overwhelming 91.9% recognize the effectiveness of their NEST's teaching style in promoting learning Students also report strong agreement regarding their NEST's overall competence and proficiency in explaining complex concepts, as well as their ability to enhance pronunciation skills Notably, 88.7% of students acknowledge significant improvements in their English proficiency under their NEST's guidance.
3.2.5 The factors that influence students’ study with NESTs at EIU FLC according to students’ opinions
Table 3.10 The students’ opinions on factors that influence their study with NESTs at
Number of students have/do not have additional opinion about NESTs
Ideas Total number of students
Students do not have additional opinion about NESTs
Students have additional opinion about NESTs
Total number of students having ideas 28 students
Teachers' openness and non-judgment;
Teacher is friendly and helpful
English is the teachers’ native language and they are very well in teaching English
The foreign teachers have different cultures and teaching method compared with the Vietnamese method, so I must take time to get used to with the teaching method
Exploring different culture by learning with foreign teachers;
I feel understanding more about history in the lesson everyday
I improved writing and speaking skill thanks to the best way of my teacher;
I improved my speaking skill a lot when studying with the foreign teachers
I improve my pronunciation a lot when studying English with foreign teachers
I am quite shy and I have limitation of vocabulary so sometime it's quite difficult to communicate with my teacher
The projector is too difficult to see, causing many difficulties while studying;
The sound in the classroom is difficult to listen to
Students at EIU FLC have shared valuable insights regarding their experiences with Native English-Speaking Teachers (NESTs), highlighting the significance of teachers' openness and non-judgmental attitudes in fostering a positive learning environment Despite facing initial challenges due to cultural differences and diverse teaching methods compared to Vietnamese instructors, students appreciate the expertise of NESTs in teaching English as their native language They acknowledge their own shyness and vocabulary limitations, which necessitate patience and adaptation to the teaching style Gratitude is expressed for the support from NESTs in overcoming language barriers, leading to increased confidence in communication Students report notable improvements in their writing, pronunciation, and speaking skills, attributing this progress to effective teaching methods Additionally, they value the enhancement of their pronunciation, listening skills, and cultural understanding through interactions with NESTs, enriching their educational experience However, there are concerns regarding classroom facilities, specifically poor visibility of the data projector and challenging listening conditions, which should be addressed to further improve the learning process.
Summary of research findings
What are students’ perceptions towards the advantages and disadvantages they have when studying English with 100% native English-speaking teachers?
Research indicates a strong correlation between students' positive attitudes and the behaviors, teaching methods, materials, facilities, and administrative support provided by Native English-Speaking Teachers (NESTs) Most factors received a high agreement score, with an overall mean of 4.17, highlighting the significant advantages of effective teaching practices, though administration and student care received slightly lower agreement.
The study revealed a strong and consistent positive attitude among students towards learning with Native English-Speaking Teachers (NESTs) The findings from Part 2 of the questionnaires indicated a high level of student approval, leading to the conclusion that students are generally satisfied with their educational experiences involving NESTs.
Despite some disadvantages associated with studying English with Native English-Speaking Teachers (NESTs), students demonstrated positive attitudes in their questionnaire responses.
What are the factors associated with students’ satisfaction towards studying English with native English-speaking teachers?
Students studying with Native English Speaking Teachers (NESTs) experience significant benefits, including increased opportunities to practice speaking English in class, with a high mean score of 4.71 Additionally, NESTs effectively prepare learners for IELTS exams, reflected in a mean score of 4.68 Furthermore, the friendly and open-minded behavior of NESTs contributes positively to the learning environment, achieving a mean score of 4.60.
Students have positive attitudes towards the advantages of studying English with completely capable NESTs
The average mean from Questions 2.1-2.6 (see table 3.3) is 4.39
Students have positive attitudes towards the disadvantages of studying English with completely capable NESTs
The average mean from Questions 3.1-3.7 (see Table 3.5) is 2.10
Students have positive attitudes towards the NESTS’ ways of teaching language use
Variable 2.3 (Mean=4.47), 4.1.5 (Mean=4.33), 4.1.6 (Mean=4.68), 4.1.7 (Mean=3.87)
Students agree and strongly agree
Good pronunciation, oral communication, and the culture of speaking English have more significance than others in impacting the satisfaction of learners with
Variable 4.1.1 (Mean=4.42), Variable 4.1.2 (Mean=4.50), Variable 4.1.3 (Mean=4.71),
Supported studying English with NESTs
This research examines students’ perceiptions towards studying with NESTs It poses two research questions and four hypotheses
The study revealed insights into students' attitudes regarding the advantages and disadvantages of learning English with Native English-Speaking Teachers (NESTs) It confirmed hypotheses 1, 3, and 4, while hypothesis 2 was rejected.
NESTs are recognized for their natural language skills and effective pronunciation instruction, which significantly enhances the learning experience Students find their teaching methods to be efficient, inspiring, and enjoyable, contributing to a dynamic and engaging learning environment.
The observed negative aspects of NESTs' teaching stem from their limited understanding of Vietnamese culture, which hampers their ability to clarify word meanings and adequately address students' inquiries about English usage These insights underscore the importance of cultural awareness and effective communication strategies to enhance the learning experience with NESTs.
The positive attitude of students towards their Native English-Speaking Teachers (NESTs) indicates that the teaching team at EIU FLC is highly qualified, meeting essential criteria for English educators It is crucial to maintain and further enhance this standard of teaching excellence.
The findings of the study proved that administration management and student care services are the two factors that need improvement
Effective administration management focuses on enhancing student care services through improved administrative procedures This includes offering extracurricular activities, organizing English-speaking clubs, and providing tutoring support for struggling students to foster a positive learning environment Timely and efficient assistance significantly boosts students' academic experiences and satisfaction Additionally, upgrading teaching and learning facilities is crucial to meet educational demands.
This study's limitation lies in its narrow focus on a single university in Binh Duong, Vietnam, which may affect the generalizability of its findings The existing literature highlights students' perspectives on learning English with Native English-Speaking Teachers (NESTs) across five different proficiency levels Consequently, the results may not be representative of all students' experiences with NESTs at varying English proficiency levels.
This study faces limitations due to time constraints, resulting in a lack of comprehensive insights into the teaching methods of both Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) Consequently, the analysis of the data remains insufficient Additionally, as the research focuses specifically on students learning with NESTs at EIU FLC in Binh Duong Province, Vietnam, the findings may not provide a robust foundation for making generalized conclusions applicable to various educational institutions in different regions.
From this study, some recommendations might be proposed for further research
First, a case study with a lot of Foreign Language centers in different provinces should be carried out to get a more thorough understanding regarding studying English with NESTs
Second, a survey of a large scale of participants may be conducted to see whether there are differences in their attitudes towards studying English with NESTs
Third, the theoretical model of formative feedback might be studied in an experimental study to see whether there are differences among the variables suggested
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