INTRODUCTION
Background to the study
English is a global language that plays a crucial role in communication worldwide, making it a vital skill sought after by employers (Xue & Zuo, 2013; Tosuncuoglu, 2017; Foley, 2011) As a result, learners of all ages pursue English for various reasons, including work, immigration, travel, and entertainment (Harmer, 2010) At Ho Chi Minh City University of Education, English is a core subject in the training program, emphasizing its importance in education In addition to the curriculum and learning resources, teachers significantly influence the effectiveness of English language instruction (Harmer, 2010) While the definition of "non-native speaker" varies from that of "native speaker" (Luk & Lin, 2007), native English-speaking teachers contribute to global English teaching However, the number of non-native English-speaking teachers is on the rise, surpassing that of their native counterparts (Albakrawi, 2014; Canagarajah, 1999; Ma, 2012; Ur, 2012; Richardson).
2016) Nine out of ten teachers in the world are non-native (Richardson,
Since 2016, English has been a mandatory foreign language in Vietnam's education system, primarily taught by Vietnamese teachers While some schools and universities employ native English speakers, their teaching hours are often limited Each group of educators brings unique strengths and weaknesses to the learning experience.
In a study examining the preferences of students at the Faculty of Biology in Ho Chi Minh City University of Education, researchers sought to determine whether learners favor native or non-native English-speaking teachers for developing skills in listening, speaking, reading, writing, grammar, and pronunciation Despite the recognized differences in capabilities between these two types of educators, no prior research has addressed student preferences in this context.
Research on the preference for native versus non-native English-speaking teachers in foreign language education has been extensively explored by various authors, including Medgyes (1994) and Árva & Medgyes (2000), as well as Madrid.
Several studies, including those by Canado (2004), Clouet (2006), Luk et al (2007), Ulate (2011), Ma (2012), and Thien (2019), have explored teachers' opinions, student preferences, and insights from school and college administrators However, there is a notable gap in research specifically focusing on the experiences of students majoring in biology.
The Faculty of Biology at Ho Chi Minh City University of Education hosts an annual English seminar to address the challenges students face in learning English Despite these efforts, few students are able to effectively present or engage in discussions in English, primarily due to a lack of practice opportunities and the absence of native English-speaking instructors In response, the university plans to introduce a new course titled “English for Biology” in 2019 To enhance the course's effectiveness, research was conducted to understand biological students' perceptions of the benefits and drawbacks of learning English from both native and non-native English-speaking teachers.
This study explores the perceptions of students in the Faculty of Biology at Ho Chi Minh City University of Education regarding the benefits and drawbacks of learning General English from both native and non-native English-speaking teachers The results aim to inform the Dean of English and the Rector, contributing to the development of improved teaching strategies for future cohorts.
The research assessed the perceptions of Biology students at Ho Chi Minh City University of Education regarding the new English for Biology course, enabling the instructor to develop an effective course plan for 2019 Based on these findings, the Dean of the Faculty of Biology will determine the necessity of inviting native-speaking teachers to instruct specific sections of the course.
The research findings have informed officials at Vietnam's Ministry of Education and Training about learners' perceptions of English language studies, highlighting the crucial role of teachers in this process Moving forward, the officials plan to develop a comprehensive training program that includes inviting native English-speaking teachers to enhance the skills and knowledge that students, particularly those in the Faculty of Biology at Ho Chi Minh University of Education and other institutions, seek to acquire.
This study focused on the Faculty of Biology at the University of Education in Ho Chi Minh City, aiming to explore students' perceptions regarding the advantages and disadvantages of learning English from both native and non-native English-speaking teachers.
Aims of the study
This study aimed to explore biological students' perceptions regarding the benefits and drawbacks of learning General English and English for Biology from both native and non-native English-speaking instructors.
Research questions
This study explores the perceptions of Biology students at Ho Chi Minh City University of Education regarding the advantages and disadvantages of learning General English from both native and non-native English-speaking teachers The findings reveal varied opinions on the effectiveness and impact of each teaching style, highlighting key factors that influence students' learning experiences in an English language context.
The study investigates the perceptions of Biology students at Ho Chi Minh City University of Education regarding their experiences learning English for Biology with both native and non-native English-speaking teachers It aims to understand how these teaching backgrounds influence students' learning outcomes and attitudes toward the subject The findings will provide insights into the effectiveness of different teaching approaches in the context of Biology education.
Hypothesis 1 (H1): There will be no differences in biological students’ perceptions of studying General English with native and non-native English- speaking teachers in Faculty of Biology, Ho Chi Minh City University of Education
Hypothesis 2 (H2): There will be no differences in the respondents’ preferences of studying English for Biology with native and non-native English-speaking teachers in Faculty of Biology, Ho Chi Minh City University of Education.
Key terms for the study
+ Native English-speaking teacher: all teachers from the United States of America, the United Kingdom, Canada, Australia and New Zealand (Kachru,
+ Non-native English-speaking teacher: all teachers of English who use English as a foreign language.
Structure of the English courses
Students pursuing a Bachelor’s degree in Biology at Ho Chi Minh City University of Education must complete a four-year training program, which requires passing 135 credits across 75 subjects This curriculum includes 10 credits dedicated to general English, divided into 3 modules, as well as 2 credits focused on English for Biology.
The three modules of general English obtained from the course book named “Life” by HEINLE CENGAGE Learning at the pre-intermediate level consisting of 12 Chapters
The English for Biology course, authored by the researcher, encompasses essential topics from the Biology training program It is structured into 10 chapters, including "The Chemistry of Life," "The Cell," "Genetics," "Mechanisms of Evolution," "The Evolutionary History of Biological Diversity," "Plant Form and Function," "Animal Form and Function," "Ecology," "Agricultural Biotechnology," and "Laboratory."
The proficiency in English is crucial for biology students as they study General English and English for Biology This research plays a vital role in enhancing the training success at the Faculty of Biology, Ho Chi Minh City University of Education.
Organization of the thesis
The thesis consists of seven parts:
+ Appendices: Questionnaires, List of participants, List of four published papers and Lists of attended workshops.
Chapter summary
Chapter 1 started with the statement about the importance of English all over the world, the reason of studying English and the introduction of native and non-native English teachers Some questions were mentioned which kinds of teacher learners liked studying with After that, it talked about theory problems, practical problems, significance of the study, purpose of the study, research questions and some definitions relating to the study The last part of this chapter gave the general information about the program of General English and English for Biology for students at Faculty of Biology, Ho Chi Minh City University of Education.
LITERATURE
English for Special Purposes
English for Special Purposes (ESP) is tailored to meet the specific needs of learners who plan to use English in professional settings (Nagy, 2014) According to Hutchinson and Waters (1987), ESP is an approach grounded in the needs of the learner The key distinction between ESP and General English is that ESP learners require language skills for professional communication relevant to their careers Unlike General English, which focuses on grammar and vocabulary that may not apply to students' fields, ESP emphasizes language used in real-world professional contexts, integrating content that aligns with students' current and future professional situations.
At the Faculty of Biology at Ho Chi Minh City University of Education, students are required to take the English for Specific Purposes (ESP) course tailored for Biology This course is an integral part of their training program and plays a crucial role in enhancing their future career prospects.
Differences between native and non-native English-speaking
The terms "native" and "non-native" have sparked debate in sociolinguistics since the global teaching of English began (Medgyes, 1992; Madrid & Canado, 2004; Ma, 2012) These terms describe individuals who speak a language (Ulate, 2011) In 1985, Kachru introduced a model categorizing the English-speaking world into three concentric circles: the Inner, Outer, and Expanding circles Countries where English is considered a native language, such as the United States, the United Kingdom, Canada, Australia, and New Zealand, fall within the Inner circle.
Figure 2.1 Three concentric circles (Kachru, 1985)
UK, Canada, Australia, New Zealand Expanding circle e.g China, Russia,…
Research over the past decades has highlighted the differences between non-native and native English-speaking teachers, particularly in language competence and teaching behaviors (Medgyes, 1994) Non-native English-speaking teachers often serve as effective models for students, as they understand the students' first language and culture, drawing from their own experiences of learning a foreign language In contrast, native English-speaking teachers typically exhibit superior pronunciation and confidence in their language skills since English is their mother tongue (Árva & Medgyes, 2000) While native teachers generally communicate more naturally and effectively, they may lack an understanding of their students' cultural backgrounds and mother tongues, which can hinder their ability to empathize with learners, especially at lower educational levels where students struggle to express their ideas in English.
Merino (1997) explores the distinctions between native and non-native English-speaking teachers through three frameworks: native vs non-native, non-native vs non-native, and native vs native A balanced teaching approach suggests that these groups can complement each other's strengths and weaknesses Ideally, schools should employ at least one native English-speaking teacher for advanced classes, allowing them to utilize their language skills effectively, while non-native teachers can guide beginners using their first language when necessary Additionally, the role of English teacher should evolve to that of English instructor, as many private schools prioritize English proficiency over teaching qualifications and pedagogical skills.
Matsuda & Matsuda (2001) highlight the unique strengths and weaknesses of both native and non-native English-speaking teachers, suggesting that each brings valuable attributes to the learning experience They emphasize the importance of recognizing the distinct capabilities of both teacher types, as well as the potential for collaboration between them By fostering partnerships between native and non-native teachers, educational institutions can enhance the effectiveness of language learning for students.
According to Clouet (2006), both native and non-native English-speaking teachers offer unique advantages, and schools should arrange classrooms to include both types of educators This approach enhances student learning, facilitates practice, and broadens knowledge Furthermore, the collaboration between native and non-native teachers fosters mutual learning, ultimately improving English teaching outcomes.
According to Harmer (2010), teachers possess unique strengths and weaknesses, leading to varied perceptions among students regarding their effectiveness This variability makes it challenging to define what constitutes a good teacher, as success can manifest in different forms Teaching is inherently complex, with some lessons proving difficult and stressful for students Therefore, employing effective teaching methods that enhance English language skills while ensuring an enjoyable learning experience is essential for fostering student improvement (Harmer, 2010).
Inan (2012) highlights that both native and non-native English-speaking teachers frequently utilize scaffolding techniques in the classroom, which include modeling, vocalizing knowledge clearly, asking questions, adapting content to appropriate levels, and providing careful step-by-step instructions Notably, native English-speaking teachers tend to exhibit greater tolerance for errors during correction compared to their non-native counterparts.
Wahyudi (2012) highlights the benefits of both native and non-native English-speaking teachers Native teachers possess superior language proficiency, allowing them to effectively address cultural nuances and adapt topics using authentic materials In contrast, non-native teachers share cultural backgrounds with their students, facilitating better understanding and problem-solving They excel in teaching grammar by leveraging students' first languages and can anticipate common errors based on their own learning experiences Additionally, non-native teachers serve as relatable role models and can share effective learning strategies Wahyudi (2012) also proposes five interaction patterns for teaching.
+ Pattern A: this is a traditional form of teaching English; native and non-native English-speaking teachers cooperate to decide the lesson topic given in the classroom and students are recipients
Students Non-native English-speaking teachers - Native English-speaking teachers
+ Pattern B: non-native English-speaking teachers help students prepare the topic and students could initiate communication practice with native English-speaking teachers and show them students’ culture
+ Pattern C: students can learn more linguistics and culture from native English-speaking teachers and communicate more with them when working in the same team
Non-native English-speaking teachers
Non-native English-speaking teachers
+ Pattern D: half of students work with native English-speaking teachers and the other half work with non-native English-speaking teachers to improve intercultural experiences
+ Pattern E: all students work together as a team with both native and non-native English-speaking teachers to improve the communicative competence through interaction
Non-native English- speaking teachers
Non-native English-speaking teachers - Native English-speaking teachers
Previous related studies
2.3.1 In foreign context (presented in term of time from 2002 to 2018) Lasagabaster and Sierra (2002) researched on 76 university students, in which 38 of them were majoring in English and 52 students were taught by a native English-speaking teacher in some stages The results were that they liked studying with native English-speaking teachers (Mean = 3.68/5.0) or the combination of both groups (4.00/ 5.00) The analysis showed that students who had already had experiences with native English speaking- teachers gave a stronger preference (Mean = 3.84/ 5.00) than the ones had not had this experience (Mean = 3.33/ 5.00) (P0.05).
Table 4.4 Biological students’ perception of studying pronunciation with English teachers (N6)
Students’ perceptions when studying pronunciation with all
English teachers (n6) (M ± SD) native English- speaking teachers (n1) (M ± SD) non-native English- speaking teachers (n=2) (M ± SD) both kinds of teachers (n) (M ± SD)
Study well in shorter time
0.89 + Values in the same row with different superscripts are significantly different (P