University students’ preferences on English teachers’ nationality and teaching style : gender based differences

Komlósi-Ferdinánd, Flóra: University students’ preferences on English teachers’ nationality and teaching style : gender based differences. EduLingua, (5) 1. pp. 1-21. (2019)

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Abstract

Inspiration dynamics between students and teachers have great impact on learners’ perceptions, attitudes and psychological well-being in the ESL classroom. Gender-based differences in opinions about foreignlanguage acquisition often shape students’ approaches and learning structures. Nowadays, great emphasis is placed on the presence of native English-speaker teachers in English language teaching institutions. However, such teachers may struggle to understand local students’ attitudes. Seventy-four university students were asked about their perceptions and preferences on English teachers’ nationality and teaching-style in Blagoevgrad, Bulgaria. The data were analysed according to gender-based differences in opinions. The findings reveal that, in general, students have no preference for native or non-native teachers, yet prefer educators who teach exclusively through the medium of English. Female students expressed less self-confidence, more need for continuous reinforcement and social interaction in the classroom, while male students displayed more self-confidence, more autonomy and the need for practical knowledge-focused learning content and strategies.

Item Type: Article
Journal or Publication Title: EduLingua
Date: 2019
Volume: 5
Number: 1
Page Range: pp. 1-21
ISSN: 2415-945X
DOI: https://doi.org/10.14232/edulingua.2019.1.1
Uncontrolled Keywords: Kétnyelvű oktatás, Nemi különbségek, Tanítási stílus
Additional Information: Bibliogr.: p. 19-21. ; összefoglalás angol nyelven
Date Deposited: 2019. May. 31. 07:57
Last Modified: 2019. May. 31. 07:57
URI: http://acta.bibl.u-szeged.hu/id/eprint/58490

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