Evaluating the contributions of native and non-native teachers to an English Language Teaching program

Abstract This study examines the contributions of native and nonnative teachers to an English Language Teaching (ELT) program. 72 students from different classes of the program evaluated the contributions of three native and seven nonnative instructors. A questionnaire and four interviews were utilized to illustrate the contributions of the instructors from different perspectives including their knowledge of English language, teachings skills and attitudes towards target culture. The study also included the evaluation of the instructor's ability to teach some language skills and areas.

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