Exploring the Effectiveness of Native and Non-Native English Teachers on EFL Learners’ Accuracy, Fluency, and Complexity in Speaking

Abstract

This study aimed to investigate the impact of teacher type (native vs. non-native) on the oral performance of male intermediate English as a foreign language learners between the ages of 14 and 20 who possessed similar language proficiency levels. The participants were selected based on the results of a written test and an oral interview and were divided into two classes: one taught by a native speaker and the other by a non-native speaker. Following a -month treatment period, each learner was interviewed and their speech was recorded. The researchers analyzed the data for accuracy, fluency, and lexical complexity. The statistical analyses revealed that learners taught by the native-speaking teacher demonstrated greater fluency and lexical complexity in their oral production, while those taught by the non-native teacher showed greater accuracy in their spoken language production. These findings suggest that the teacher type has different effects on language learning outcomes. The implications of these results extend to policymakers, administrators, and those involved in the employment and training of language teachers in Iran.