LETs and NETs: Exploring How Teachers from Diverse Cultural ­­Backgrounds Impact Student Motivation and Preferences

By: Ruth Wong

­In an exploratory case study scholars examine a student’s motivation to learn, which is influenced by the perception and practices of a teacher. The research is based on classroom observations, student interviews and teacher interviews.  It is suggested that English language learners prefer to learn from Native-English-Speaking Teachers (NETS) as they have a curriculum oriented approach. According to ELLs that come from Hong Kong NETS have the linguistic model that can provide them with authentic English. The research focuses on two main questions: how do student perceptions of a NET and a LET affect student English learning motivation and preferences and how do the different teaching practices adopted by a NET and a LET affect student English learning motivation and preferences?  The study attempts to focus on the teacher’s ability to speak English, however, it fails to address how the cultural background of a teacher impacts his or her practice, perception and pedagogy. There is little indication of role of culture on a student’s motivation or performance in school.

Wong, R. (2013). LETs and NETs: Exploring How Teachers from Diverse Cultural Backgrounds Impact Student Motivation and Preferences. English Language Teaching, 7(1). http://dx.doi.org/10.5539/elt.v7n1p57