Japanese EFL students’ views on native & noon-native teachers of English as a factor affecting their motivation

Masanori Matsumoto

Japanese EFL students’ views on native & noon-native teachers of English as a factor affecting their motivation

Masanori Matsumoto

Faculty of Society & Design

Research output: Contribution to conference › Paper › Research › peer-review

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Abstract

Japanese high-school and university students studying English as a foreign language (EFL) were investigated to find any differences in their views on their teachers between native and non-native speakers of English. A questionnaire survey was administered on 380 students (125 high-school and 255 university students in Japan), and among them, 201 students answered on native English speaking teachers and 173, on non-native teachers of English as a factor influencing their motivation to learn English. The study attempted to find the students' self-reported level of motivation and their perceived level of teachers' motivation to teach them English. It further investigated which one among four teacher-related factors; "personality", "teaching-related", "classroom behaviour" and "other factors", the students perceive most strongly affecting their motivation and if there are any significant differences in the students' perceptions of the four factors between native and non-native teachers of English. Independent sample t-test and Chi-square tests were used to analyse the collected data. The results showed some note-worthy differences in the students' views on teachers between native and non-native speakers of English.

Original language	English
Publication status	Published - 2016
Event	The Seventh CLS International Conference: Learning in and beyond the classroom: Ubiquity in foreign language education - National University of Singapore, Singapore, Singapore Duration: 1 Dec 2016 → 3 Dec 2016 Conference number: 7th http://www.fas.nus.edu.sg/cls/CLaSIC/clasic2016/index.htm

Conference

Conference	The Seventh CLS International Conference
Abbreviated title	CLaSIC 2016
Country/Territory	Singapore
City	Singapore
Period	1/12/16 → 3/12/16
Other	Learning in and beyond the classroom: Ubiquity in foreign language education In the current educational landscape, learning has become a multifaceted experience that transcends spatial, temporal and cultural barriers. At many centres of foreign language learning, educators have similarly been seeking to push the boundaries of teaching and learning space to beyond the traditional confines of the school and the classroom. Learning activities and interactions are today often a combination of synchronous and asynchronous experiences, including various forms of onsite and offsite curricular activities, and virtual interactions in the digital world. Furthermore, learning is no longer restricted to print materials, as ubiquitous computing has enabled easy and immediate access to seemingly limitless electronic resources for foreign language teaching and learning. Acknowledging such trends in foreign language education, our conference theme invokes the term ‘ubiquity’ to refer to a seamless continuum of learning experiences across formal and informal learning situations, as well as technology and non-technology based learning interactions in and beyond the classroom. CLaSIC 2016 provides a platform for researchers, scholars and practitioners in foreign language education for an invigorating discourse on theoretical conceptions and approaches, research insights, and practical experiences from the various sub-fields and sub-themes listed below, as they pertain to teaching and learning in the ubiquitous age.
Internet address	http://www.fas.nus.edu.sg/cls/CLaSIC/clasic2016/index.htm

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Japanese EFL students’ views on native & noon-native teachers of English as a factor affecting their motivationAccepted author manuscript, 133 KBLicence: CC BY-NC-ND

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@conference{cc1cb9fa2d25427391a5d3926b00f77f,

title = "Japanese EFL students{\textquoteright} views on native & noon-native teachers of English as a factor affecting their motivation",

abstract = "Japanese high-school and university students studying English as a foreign language (EFL) were investigated to find any differences in their views on their teachers between native and non-native speakers of English. A questionnaire survey was administered on 380 students (125 high-school and 255 university students in Japan), and among them, 201 students answered on native English speaking teachers and 173, on non-native teachers of English as a factor influencing their motivation to learn English. The study attempted to find the students' self-reported level of motivation and their perceived level of teachers' motivation to teach them English. It further investigated which one among four teacher-related factors; {"}personality{"}, {"}teaching-related{"}, {"}classroom behaviour{"} and {"}other factors{"}, the students perceive most strongly affecting their motivation and if there are any significant differences in the students' perceptions of the four factors between native and non-native teachers of English. Independent sample t-test and Chi-square tests were used to analyse the collected data. The results showed some note-worthy differences in the students' views on teachers between native and non-native speakers of English.",

author = "Masanori Matsumoto",

year = "2016",

language = "English",

note = "The Seventh CLS International Conference : Learning in and beyond the classroom: Ubiquity in foreign language education, CLaSIC 2016 ; Conference date: 01-12-2016 Through 03-12-2016",

url = "http://www.fas.nus.edu.sg/cls/CLaSIC/clasic2016/index.htm",

}

TY - CONF

T1 - Japanese EFL students’ views on native & noon-native teachers of English as a factor affecting their motivation

AU - Matsumoto, Masanori

N1 - Conference code: 7th

PY - 2016

Y1 - 2016

N2 - Japanese high-school and university students studying English as a foreign language (EFL) were investigated to find any differences in their views on their teachers between native and non-native speakers of English. A questionnaire survey was administered on 380 students (125 high-school and 255 university students in Japan), and among them, 201 students answered on native English speaking teachers and 173, on non-native teachers of English as a factor influencing their motivation to learn English. The study attempted to find the students' self-reported level of motivation and their perceived level of teachers' motivation to teach them English. It further investigated which one among four teacher-related factors; "personality", "teaching-related", "classroom behaviour" and "other factors", the students perceive most strongly affecting their motivation and if there are any significant differences in the students' perceptions of the four factors between native and non-native teachers of English. Independent sample t-test and Chi-square tests were used to analyse the collected data. The results showed some note-worthy differences in the students' views on teachers between native and non-native speakers of English.

AB - Japanese high-school and university students studying English as a foreign language (EFL) were investigated to find any differences in their views on their teachers between native and non-native speakers of English. A questionnaire survey was administered on 380 students (125 high-school and 255 university students in Japan), and among them, 201 students answered on native English speaking teachers and 173, on non-native teachers of English as a factor influencing their motivation to learn English. The study attempted to find the students' self-reported level of motivation and their perceived level of teachers' motivation to teach them English. It further investigated which one among four teacher-related factors; "personality", "teaching-related", "classroom behaviour" and "other factors", the students perceive most strongly affecting their motivation and if there are any significant differences in the students' perceptions of the four factors between native and non-native teachers of English. Independent sample t-test and Chi-square tests were used to analyse the collected data. The results showed some note-worthy differences in the students' views on teachers between native and non-native speakers of English.

UR - http://www.fas.nus.edu.sg/cls/CLaSIC/clasic2016/CLaSIC2016_Brochure%209.pdf

UR - http://www.fas.nus.edu.sg/cls/CLaSIC/clasic2016/Day1.pdf

UR - http://www.fas.nus.edu.sg/cls/CLaSIC/clasic2016/Day2.pdf

UR - http://www.fas.nus.edu.sg/cls/CLaSIC/clasic2016/Day3.pdf

M3 - Paper

T2 - The Seventh CLS International Conference

Y2 - 1 December 2016 through 3 December 2016

ER -

Japanese EFL students’ views on native & noon-native teachers of English as a factor affecting their motivation

Abstract

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Japanese EFL students' perceptions of native and non-native teachers of English as a motivational factor

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Japanese EFL students’ views on native & noon-native teachers of English as a factor affecting their motivation

Abstract

Conference

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Japanese EFL students' perceptions of native and non-native teachers of English as a motivational factor

Cite this