“Pro-native Speaker” Mentality? Saudi Female Students’ Experiences of Learning English in the Preparatory Year Programme

Authors

  • Areej Radhi Alruwaili Jouf University

Keywords:

EFL in Saudi Arabia, native-speakerism, non-native English speaker teachers, native English speaker teachers, pedagogical skills, qualitative approach

Abstract

The belief that native speakers of English make more “effective” teachers dominates the educational landscape of English as a Foreign Language (EFL) in Saudi Arabia. Consequently, many non-native English speaker teachers (NNESTs) find themselves considered to be less “effective” while university administrators are under pressure to recruit native English speaker teachers (NESTs). Adopting a qualitative approach, this study investigated the attitudes and experiences of 18 female students in a Saudi university. Semi-structured interviews focused on the relative merits of NESTs and NNESTs. Students preferred NESTs for their perceived ability to develop speaking skills, and their use of games.  Arab NNESTs were appreciated for their pedagogical skills, particularly in teaching grammar and their use of the Arabic language in class. Overall, the findings point to a “pro-native speaker” mentality, suggesting that EFL education in Saudi Arabia may be affected by native-speakerism, at least on the part of the students who participated in this study. 

Author Biography

Areej Radhi Alruwaili, Jouf University

Areej Radhi Alruwaili is an Assistant Professor in the Art college at Jouf University, Saudi Arabia. She has more than 8 years of English teaching experience in Saudi Arabia. Her research interests include the issues of nonnative-English-speaking teachers, the phenomena of native- speakerism in the EFL/ESL context and teacher education. Email: aralrowaili@ju.edu.sa

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Published

2021-12-14

Issue

Vol. 16 No. 2 (2021)

Section

Articles

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