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

Masanori Matsumoto

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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 languageEnglish
Publication statusPublished - 2016
EventThe Seventh CLS International Conference: Learning in and beyond the classroom: Ubiquity in foreign language education - National University of Singapore, Singapore, Singapore
Duration: 1 Dec 20163 Dec 2016
Conference number: 7th


ConferenceThe Seventh CLS International Conference
Abbreviated titleCLaSIC 2016
OtherLearning 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.
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