Advantages and Disadvantages of Native and Nonnative English-Speaking Teachers


  • Qixin Zhang St. Margaret's Episcopal School
  • Daniel Solarz



Native English-speaking teachers, Nonnative English-speaking teachers, classroom setting, productivity


Extensive research has been conducted and numerous articles have been written about native English-speaking teachers (NESTs), nonnative English-speaking teachers (NNESTs), and the effectiveness of each in classroom teaching. This paper focuses on studies that concern language teacher ability. The advantages and disadvantages of both NESTs and NNESTs are discussed through consideration of structured student and teacher interviews, standardized test scores, and student essay content analysis.  The aforementioned sources of information were obtained through the research studies reviewed for this essay. Overall, although NNESTs’ proficiency in ESL students’ first language and their understanding of cultural norms allow for ease in communication, as well as the development of a close student-teacher relationship, ultimately NESTs better facilitate English language learning because of the following four reasons: (a) students’ negative stereotypes towards NNESTs can activate poor concentration and attitudes; (b) NESTs more capably elevate their students’ listening and speaking skills by creating an English-only environment and encouraging authentic pronunciation and intonation via use of their native accents; (c) writing lessons taught by NESTs are considered more academically and grammatically accurate as well as more original compared to those taught by their nonnative counterparts; and (d) NESTs’ style of teaching is more fun, relaxed, and flexible, creating a positive atmosphere that subsequently raises the engagement level. These reasons indicate that NESTs can better maximize productivity in the classroom (when compared to NNESTs) to ensure the path of student language learning is smooth.


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How to Cite

Zhang, Q., & Solarz, D. (2022). Advantages and Disadvantages of Native and Nonnative English-Speaking Teachers. Journal of Student Research, 11(2).



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