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Students' Attitudes towards Native and Non-Native English Teachers in the Thai EFL Tertiary Context

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Title: Students' Attitudes towards Native and Non-Native English Teachers in the Thai EFL Tertiary Context
Language: English
Authors: Valentin Tassev, Angelica Carlet, Maria Pujol Valls
Source: rEFLections. 2025 32(3):1594-1610.
Availability: King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Undergraduate Students, Native Speakers, Language Teachers, English (Second Language), Second Language Instruction, Language Fluency, Cultural Awareness, Empathy, Grammar, Instructional Materials, Interpersonal Relationship, Motivation, Teaching Skills, Teacher Competencies, Foreign Countries
Geographic Terms: Thailand
ISSN: 1513-5934
2651-1479
Abstract: This study explores the attitudes of 147 Thai undergraduate university students towards native English teachers (NETs) and non-native English teachers (NNETs) in various areas of English language instruction, namely: fluency, cultural knowledge, empathy, grammar, learning materials, classroom relationships, and motivation. Quantitative and qualitative data were gathered through an online questionnaire. Findings have shown that participants remained neutral in all areas of language instruction except for fluency and cultural knowledge, whereby they exhibited preferences in favor of NETs. Moreover, the results revealed that the participants mostly referred to teachers' personal pedagogical skills and knowledge, attributing to the quality of their teaching performance, which justified the participants' choices in favor of neutrality. These findings suggest that all teachers should be evaluated based on their personal pedagogical skills and knowledge rather than on their first language(s) backgrounds and/or nationality. Moreover, the findings suggest that both groups of teachers should be given opportunities to enhance their teaching expertise by redirecting their attention towards the diverging and multifaceted roles that a teacher plays.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498307
Database: ERIC
FullText Text:
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  Data: Students' Attitudes towards Native and Non-Native English Teachers in the Thai EFL Tertiary Context
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  Data: <searchLink fieldCode="AR" term="%22Valentin+Tassev%22">Valentin Tassev</searchLink><br /><searchLink fieldCode="AR" term="%22Angelica+Carlet%22">Angelica Carlet</searchLink><br /><searchLink fieldCode="AR" term="%22Maria+Pujol+Valls%22">Maria Pujol Valls</searchLink>
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  Data: King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Data: 1513-5934<br />2651-1479
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explores the attitudes of 147 Thai undergraduate university students towards native English teachers (NETs) and non-native English teachers (NNETs) in various areas of English language instruction, namely: fluency, cultural knowledge, empathy, grammar, learning materials, classroom relationships, and motivation. Quantitative and qualitative data were gathered through an online questionnaire. Findings have shown that participants remained neutral in all areas of language instruction except for fluency and cultural knowledge, whereby they exhibited preferences in favor of NETs. Moreover, the results revealed that the participants mostly referred to teachers' personal pedagogical skills and knowledge, attributing to the quality of their teaching performance, which justified the participants' choices in favor of neutrality. These findings suggest that all teachers should be evaluated based on their personal pedagogical skills and knowledge rather than on their first language(s) backgrounds and/or nationality. Moreover, the findings suggest that both groups of teachers should be given opportunities to enhance their teaching expertise by redirecting their attention towards the diverging and multifaceted roles that a teacher plays.
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  Data: 2026
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  Data: EJ1498307
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 1594
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Native Speakers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Language Fluency
        Type: general
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: Empathy
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Motivation
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Thailand
        Type: general
    Titles:
      – TitleFull: Students' Attitudes towards Native and Non-Native English Teachers in the Thai EFL Tertiary Context
        Type: main
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          Name:
            NameFull: Valentin Tassev
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          Name:
            NameFull: Angelica Carlet
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            NameFull: Maria Pujol Valls
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            – D: 01
              M: 01
              Type: published
              Y: 2025
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              Value: 1513-5934
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              Value: 2651-1479
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              Value: 32
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