Abstract

The present study aims to investigate students' perceptions of native English-speaking teachers (NEST) and non-native English-speaking teachers (NNEST) and the techniques used by both types of teachers to influence students' motivation. Both qualitative and quantitative research methods were employed to answer the research questions. A sample of 82 Egyptian learners enrolled in the Intensive English Program (IEP) at the American University in Cairo (AUC) and a sample of two native IEP teachers and two non-native IEP teachers participated in the study. A questionnaire was sent to students to identify students' perceptions of the instructional practices and motivational techniques utilized by both NESTs and NNESTs. A classroom observation scheme was also used to document the minute-by-minute motivational techniques used by teachers. Triangulating the results, the investigator conducted semi-structured interviews for further in-depth analysis of the research questions. The results showed that students hold more positive perceptions towards the instructional practices and motivational techniques used by the non-native English-speaking teacher. The findings also revealed that the motivational techniques used by both types of teachers in the teaching process varied.

Department

Applied Linguistics Department

Degree Name

MA in Teaching English to Speakers of Other Languages

Graduation Date

2-1-2020

Submission Date

January 2020

First Advisor

Gebril, Atta

Committee Member 1

Salah El-Din, Yasmine

Committee Member 2

Bali, Maha

Extent

110 p.

Document Type

Master's Thesis

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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