Learning Research and Practice· 2026Q1
Learner satisfaction and perceived instructional effectiveness of non-native English-speaking teachers in Thai university efl classrooms
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- Q1SCImago
- 2026year
Short summary
Thai undergraduates reported high satisfaction (n=432) with non-native English-speaking teachers, valuing their support, clarity, and interactive methods, despite challenges with pacing and accents.
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Key points
- 432 Thai undergraduates reported high satisfaction with non-native English-speaking teachers.
- Students valued teachers' support, clarity, intercultural exposure, interactive pedagogy, and confidence-building.
- Challenges identified included pacing, accents, workload, and mutual intelligibility.
- Higher satisfaction was linked to greater student English proficiency, but not gender or academic program.
AI-generated from the title and abstract; the full text is not read.
Abstract
Native-speaker preference continues to shape assumptions about English teacher legitimacy despite critiques of nativeness as a measure of instructional quality. This explanatory sequential mixed-methods study examined 432 Thai undergraduates’ satisfaction with non-native English-speaking teachers across teaching competence, communication, English proficiency and knowledge, and pedagogical skills, including variation by gender, self-rated proficiency, and academic programme. Questionnaire data were analysed using descriptive and inferential statistics, while reflective essays underwent thematic analysis. Students reported consistently high satisfaction, with no significant differences by gender or programme, but significantly higher satisfaction among more proficient students. They valued teachers’ support, clarity, intercultural exposure, interactive pedagogy, and confidence-building practices, while identifying challenges involving pacing, accents, workload, and mutual intelligibility. These findings challenge nativeness-based assumptions about teacher legitimacy.
The authors' abstract, as published at the source. Learning Research and Practice, 2026 · DOI ↗
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Field: Language and Linguistics
Language and LinguisticsArts and Humanities