Departmental Bulletin Paper Students'Perception of Native English-Speaking Teachers and Japanese Teachers of English : The Effect on Students'Self-Efficacy and Emotional State

Yazawa, Olya

1pp.61 - 72 , 2017-06 , Centre for Global Communication Strategies, College of Arts & Sciences, The University of Tokyo
Description
The Project for Promotion of Global Human Resource Development is a Japanese government funded project started in 2012 which aims to foster human resources in Japanese high schools and universities who can enhance unprepared discourse instructions in the classroom and contribute positively to the globalization and internalization of young Japanese people. Native English-speaking teachers (NESTs) are employed throughout Japan on almost all academic levels. It has been long believed by default that NESTs are preferable teaching models for second language learning, for numerous reasons, at the same time their direct influence on self-efficacy and emotional state of students in Japan’s higher education has not been fully researched or documented. I have conducted a study about students’ perception of their native English-speaking and Japanese teachers of English (JTEs). Based on the social cognitive theory, the study focused on students’ self-efficacy as a major factor in the learning motivation and attempted to answer following questions: “What are the advantages and disadvantages of native NESTs and JTEs for Japanese high school students?” and “Who do the students feel the most comfortable speaking English with?” This study showed the overall preferences for teachers and the level of stress or comfort among students. In the present article I will discuss the students’ preferences in their English instructors and the reasons for such preferences. The findings indicated that 55% of students who answered the questionnaire felt more comfortable with Japanese teachers of English, the most popular reasons for the preference were an ability to talk to the teachers in Japanese and lack of self-confidence in using only English. One third of the respondents prefer native English-speaking teachers of English. Among the most popular reasons were personal interest in the English language, teachers’ language authenticity, clear pronunciation and the students’ self-realization of the English language mastery process.
Section 3: Guest Article
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