Bing Xiaoyi, Gao Xiaoqing, Yang Zhen
School of Educational Science, Hunan Normal University, Changsha, China.
Front Psychol. 2023 Jul 13;14:1106066. doi: 10.3389/fpsyg.2023.1106066. eCollection 2023.
Increasingly, higher education institutions are giving more attention to the language proficiency of non-native English-speaking teachers (NNESTs) due to their growing numbers. Despite a recent surge in the literature on NNESTs in the global discourse of English language teaching (ELT), the impacts of NNESTs' language competency within the higher education systems of their countries remain woefully under-examined. Of particular concern is the absence of students' voices. Therefore, this study explores higher education students' perception of NNESTs' language proficiency. Data was collected through class observations of five NNESTs and followed-up semi-structured interviews with five student focus groups recruited randomly from each class. Our results show that while students concur that NNESTs' language proficiency contributes to their learning performance in class, other factors (e.g., the teacher's effective teaching style and charming personality, relaxed class atmosphere, the difficulty level of the teaching materials, and the learners' proficiency level) also perceived to play key roles in boosting students' class learning effectiveness. The findings highlight the need to include students in the design of teaching approaches, course design, and curricula, as well as the reflection process about NNESTs' language proficiency.
由于非英语母语教师（NNESTs）的数量不断增加，高等教育机构越来越关注他们的语言能力。尽管最近在全球英语语言教学（ELT）话语中关于NNESTs的文献激增，但在他们所在国家的高等教育系统中，NNESTs的语言能力所产生的影响仍未得到充分研究。特别令人担忧的是缺乏学生的声音。因此，本研究探讨了高等教育学生对NNESTs语言能力的看法。通过对五位NNESTs的课堂观察以及对从每个班级中随机招募的五个学生焦点小组进行后续半结构化访谈来收集数据。我们的研究结果表明，虽然学生们一致认为NNESTs的语言能力有助于他们在课堂上的学习表现，但其他因素（例如教师有效的教学风格和迷人的个性、轻松的课堂氛围、教材的难度水平以及学习者的熟练程度）也被认为在提高学生的课堂学习效果方面起着关键作用。研究结果强调了在教学方法设计、课程设计和课程设置中纳入学生意见的必要性，并呼吁对NNESTs的语言能力进行反思。
