University students’ preferences on English teachers’ nationality and teaching style

Abstract

Inspiration dynamics between students and teachers have great impact on learners’ perceptions, attitudes and psychological well-being in the ESL classroom. Gender-based differences in opinions about foreign-language acquisition often shape students’ approaches and learning structures. Nowadays, great emphasis is placed on the presence of native English-speaker teachers in English language teaching institutions. However, such teachers may struggle to understand local students’ attitudes. Seventy-four university students were asked about their perceptions and preferences on English teachers’ nationality and teaching-style in Blagoevgrad, Bulgaria. The data were analysed according to gender-based differences in opinions. The findings reveal that, in general, students have no preference for native or non-native teachers, yet prefer educators who teach exclusively through the medium of English. Female students expressed less self-confidence, more need for continuous reinforcement and social interaction in the classroom, while male students displayed more self-confidence, more autonomy and the need for practical knowledge-focused learning content and strategies.