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.
Applied Linguistics Department
MA in Teaching English to Speakers of Other Languages
Committee Member 1
Salah El-Din, Yasmine
Committee Member 2
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(2020).Students' perceptions of native and non-native English-speaking teachers and their influence on students' motivation [Master's Thesis, the American University in Cairo]. AUC Knowledge Fountain.
El-Sawah, Sarah Ossama. Students' perceptions of native and non-native English-speaking teachers and their influence on students' motivation. 2020. American University in Cairo, Master's Thesis. AUC Knowledge Fountain.