‘Effective’ University Teachers of English, ‘Native speaker’ and ‘Non-native speaker’, through the Eyes of Female Saudi Students, Programme Administrators and Teachers

Abstract

Although native-speakerism has been challenged both by researchers and practitioners, the belief that ‘native speakers’ of English make more ‘effective’ teachers dominates in the context of English as a Foreign Language (EFL) education in Saudi Arabia. As a result, many ‘non-native speaker’ teachers of English find themselves considered to be less ‘effective’ whilst university administrators are under pressure to recruit ‘native speaker’ English teachers. This thesis sought to explore the qualities of an ‘effective English teacher’ (EET) from the perspectives of these administrators, female students and the university teachers themselves. Adopting an interpretative qualitative approach, this study investigated the attitudes and experience of these three participant groups, working or studying at ‘Al-Shamal University’. Data collection included semi-structured interviews, observations and documentary data, interpreted using a conceptual framework that draws on Vygotsky’s (1979) sociocultural theory. In order to examine whether and how native-speakerism affected the participants’ views, the main focus was on the construct of EET and the relative merits of ‘native speaker’ and ‘non-native speaker’ English teachers.

An EET, from the teachers’ perspective, is flexible, motivated, self-confident and builds rapport with students. Pedagogical Content Knowledge (PCK), namely language proficiency, knowledge of subject matter and pedagogical knowledge, was identified as important, as was Intercultural Communicative Competence (ICC). Students were found to prefer ‘native speaker’ English teachers who they perceived as developing their speaking skills and using games and as having certain personal traits such as being friendly, flexible, patient and warm. Arab ‘non-native speaker’ English teachers were valued for their teaching of grammar and their use of Arabic when necessary. Students valued ‘strictness’ in Arab teachers. Overall, the findings point to a ‘pro-native speaker’ mentality among both students and administrators, suggesting that EFL education in Saudi Arabia may be affected by native-speakerism. Teacher participants spoke about the qualities of an EET in relation to PCK, personal traits and ICC but without reference to linguistic background, thereby supporting the central argument of this thesis, that it is not who you are but what you know and how you teach that makes an ‘effective’ teacher of English.