Native-English-speaking teachers' self-perceptions and experiences in an EFL context :|perspectives from Turkey

Abstract

The purpose of this study is to investigate the self-perceptions of native-English speaking teachers (NESTs) and their experiences in an English as a foreign language (EFL) context. Eight NESTs participated in the study, which attempted to explore NESTs’ teaching experiences in a different cultural context. The data were obtained from interviews and classroom observations. Major findings of the study are: (1) Being a NEST in an EFL class has many advantages including high proficiency in English and knowledge of the native culture, (2) Equal working conditions for all teachers and a professional work environment are important components to shape NESTs’ experiences positively, (3) NESTs disagree with the idea of the superiority of the NS and believe professionalism and experience matter more than nativeness, (4) NESTs use Turkish as a pedagogical tool in the class mainly to establish a good rapport with students, (5) Although their overall experience in the class is positive, they experience some challenges such as exam-oriented system and students’ lack of autonomy, and (6) A well-established, organized and professional working environment facilitate NESTs’ adjustment and positively influence their overall experience.