Native English Teacher Case Study

3. Methodology English language has become a global language in the past centuries. As a result of this, people started to learn English for various purposes like better life quality, profession and personal development as it was put forward in Nesterenko, V.S, Vychuzhanina E.V and Milovanova O’s study published recently in 2015. Due to the world’s population and lack of native English speaker teachers, the need for non-Native English teachers has increased dramatically and ultimately it brought about the division of whether Native English Speaking Teacher or Non-Native English Speaking Teacher is better. (Ma, L,P,F. 2012) It can be claimed that it is a popular debate in the academic research area nowadays as it was in the past. A great

2- What are English language students’ preferences regarding native speaker (NEST) and non-native speaker (NNEST) teachers teaching the listening, speaking, reading, writing, grammar, vocabulary, and culture aspects of English as a foreign language?

3- What are English language students’ preferences regarding native speaker (NEST) and non-native speaker (NNEST) teachers’ learning strategies (i.e. strategies and ideas) for teaching and

There are some reasons for preferring quantitative data in this research project. On the one hand, quantitative data is useful since it provides that the participant cannot inquire the questions that they are expected to answer, add distinctions or explain the reasons behind their choices or answers. Rather, the researcher may gather specifically the data which is indispensable for subjects’ perceptions and attitudes. (Starr, M.A. 2014). Implementing quantitative analysis also allow researchers to access a vast number of participants and enlarge the study by copying it easily. This is also valid for questionnaires. (Moussu, 2006). Finally, as another benefit of using quantitative research method is that it enables statistical/numerical evidences over and over again with the purpose of approving or countering the findings of the study. (Newman and Benz, 1998, p.19) Owing to the mentioned reasons, in this study, as a part of quantitative analysis/data, a questionnaire designed by Lasagabaster and Sierra’s study called University Students’ Perceptions of Native and Non-native Speaker Teachers of English (2002) adapted for this study (See Appendix A). The questionnaire comprises of 38 questions and eleven sub-categories such as general, grammar, vocabulary, pronunciation, listening, reading, speaking, learning strategies, culture and civilization, attitudes, assessment; which are part of the