In the Thai Students’ Eyes: Non-Native English-Speaking Teachers’ Pedagogical and Linguistic Qualities and Students’ Learning Outcomes
The emergence of non-native English-speaking teachers (NNESTs) in the ELT industry has paved the way for many opportunities, as well as issues and challenges that question the NNESTs’ capabilities. The objective of this study was to investigate Thai students’ perceptions of NNESTs pedagogical and linguistic qualities and how they relate to their learning outcomes using a correlational method to analyze the data from the sample population of 422 grades 4-12 Thai students under Educational Area 1 in Nonthaburi, Thailand. A survey questionnaire was made to mollify the data collection with 10 questions about pedagogical qualities and 10 questions about linguistic qualities. Two open-ended questions were included in the questionnaire to support the responses. Data were then analyzed using Pearson r and ANOVA as the main statistical measurements. The overall grades of the respondents in English were collected together with the survey questionnaire. The study indicates that Thai students have a very high level of perception of their NNESTs’ pedagogical and linguistic qualities. However, there is no correlation between students’ perception of the NNESTs’ pedagogical and linguistic qualities and students’ learning outcomes.