Reza Anggriyashati Adara


There is a notion that teachers are one of important factors which motivate students to learn English. The present study aims to investigate students’ motivation in learning English with Native English Speaking Teachers (NEST) and Non-native English Speaking Teachers (NNEST) and whether the students are more motivated to learn English with NEST or NNEST. Furthermore, this study examines students’ preferences regarding NEST and NNEST. To obtain the findings, mixed method research was conducted. A set of questionnaires were distributed to thirty students in a private junior high school in Bekasi, Indonesia whereas semi-structured interviews were conducted to two students of same school. The findings show that teacher is an influential factor that motivates students to learn English. Although the respondents are more motivated to learn English from NEST, they do not have certain preferences regarding NEST and NNEST as both teachers help the respondents to learn English in different ways. The findings reveal that NEST are considered better in vocabulary teaching while NNEST teach grammar better.


foreign language learning, motivation, NEST, NNEST, students’ preferences

Full Text:



Arvizu, M. (2014) Students’ Beliefs and Expectations of Native and Non-Native English Teachers, MEXTESOL Journal 38 (3), 1-15.

Boecher, Y (2005) Native and Nonnative English-Speaking Teacher Distinctions: From Dichotomy to Collaboration. The CATESOL Journal 17.1, 67-75.

Braine, G. (1999). Non-Native Educators in English Language Teaching. Mahwah, NJ: Lawrence Erlbaum.

Canagarajah, A. S. (1999). Interrogating the ‘native speaker fallacy’: Non-linguistic roots, non-pedagogical results. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 77–92). New Jersey: Lawrence Erlbaum Associates.

Condelli, L. and Wrigley, H. S. (2004) Real World Research: Combining Qualitative and Quantitative Research for Adult ESL. Paper presented at NRDC Second International Conference for Adult Literacy and Numeracy. An examination of research to practice initiatives within ESOL literacy.

Davies, A. (1991). The native speaker in applied linguistics. Edinburgh: Edinburgh University Press.

Díaz, N. R ( 2015 ) Students’ preferences regarding native and non-native teachers of English at a university in the French Brittany, Procedia - Social and Behavioral Sciences 173, 93 – 97

Dörnyei, Z and Ottό, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.

Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43-59.

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah: Lawrence Erlbaum Associates.

Gardner, R. & Lambert, W. (1972). Attitudes and motivation in secondary language learning. Rowley: Newbury House.

Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.

Gardner, R. C., and MacIntyre, P. D. (1991). An Instrumental Motivation in Language Study: Who Says It Isn't Effective? Studies in Second Language Acquisition, 13, (1), 57-72.

Gardner, R.C. (2005) Integrative motivation and second language acquisition. (Joint Plenary Talk), Canadian Association of Applied Linguistics/Canadian Linguistics Association.

Guilloteaux, M. J., and Dörnyei, Z. (2008). Motivating language learners: A classroom oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42 (1), 55-77.

Harmer, J. (1991). The Practice of English Language Teaching, London: Longman.

Kramsch, C. (1997). The privilege of the non-native speaker. PMLA, 3, 359–369.

James, C. (1998). Errors in Language Learning and Use. Exploring Error

analysis. London: Longman.

Lagabaster, D and Sierra, J.M. (2002) University Students’ Perceptions of Native and Non-native Speaker Teachers of English. LANGUAGE AWARENESS 11 (2), 132-142.

Lagabaster, D and Sierra, J.M. (2005) The Nativeness Factor: An Analysis of Students’ Preferences. ITL - International Journal of Applied Linguistics 147/148, 21-43

Lamb, M.V. (2007). The motivation of junior high school pupils to learn English in provincial Indonesia. PhD Thesis. University of Leeds.

Lightbown, P., and Spada, N. M. (1999). How languages are learned. Oxford: Oxford University Press.

Liu, H and Chien-wei C (2015) A Comparative Study of Foreign Language Anxiety and Motivation of Academic- and Vocational-Track High School Students. English Language Teaching 8 (3), 123-204.

Loewen, S. and Reinders, H. (2011). Key Concepts in Second Language Acquisition. Basingstoke: Palgrave Macmillan.

Madrid, D and Cañado, M (2004) Teacher and Student Preferences of Native and Nonnative Foreign Language Teachers. PORTA LINGUARUM 2, 124-138.

Mahboob, A. (2004). Native or Non-Native: What do the Students Think. In L. D. Kamhi-Stern (Ed.), Learning and Teaching from Experience (pp. 121–147). Michigan: University of Michigan Press.

Medgyes, P. (1992). Native or non-native: who’s worth more? ELT Journal, 46, 340–349.

Morse, J., (2000) Determining Sample Size. Qualitative Health Research, 10 (3), 3-5

Moskovsky, C., and Alrabai, F. (2009). Intrinsic motivation in Saudi learners of English as a foreign language. The Open Applied Linguistics Journal, 2, 1-10.

Noels, K., Pelletier, L., and Clement, R. (2003) Why Are You Learning a Second Language? Motivational orientations and self-determination theory. Language Learning 53 (1), 33–64.

Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: what can be done? Assessment and Evaluation in Higher Education 33 (3), pp. 301–314.

Pae, T. (2016) Effects of the differences between native and non-native English-speaking teachers on students’ attitudes and motivation toward learning English, Asia Pacific Journal of Education, 1-16.

Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press.

Ryan, M. R and Deci, E. L (2000) Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions, Contemporary Educational Psychology 25, 54–67.

Samimy, K. K. and Brutt-Griffler, J. (1999). To be a native or non-native speaker: Perceptions of “non-native” students in a graduate TESOL program. In G. Braine (ed.), Non-Native Educators in English Language Teaching, 127-144. Mahwah: Lawrence Erlbaum.

Symonds, J. and Gorard, S. (2010). The death of mixed methods? Or the rebirth of research as craft, Evaluation and Research in Education, 23 (2), 121–36.

Takada, T. (2000). Sociopolitical concerns: The social status of LI Japanese EFL teachers. TESOL Matters, 10 (3),



  • There are currently no refbacks.

Copyright (c) 2018 Reza Anggriyashati Adara

Flag Counter