Abstract

In this study I investigate Saudi English as a second language (ESL) and English as a foreign language (EFL) learners’ perceptions of native English-speaking teachers (NESTs) and nonnative English-speaking teachers (NNESTs), focusing on perceived advantages and disadvantages, areas of teacher strength and weakness, and the affective and social impact on learners’ academic experiences. I divided 100 participants into three groups—beginning EFL, intermediate EFL, and advanced ESL learners in Saudi Arabia and the United States. I employed mixed methods research, combining questionnaires with in-depth interviews, follow-up emails, and daily journals from 16 selected participants. Results indicate that learners value NNESTs for their empathy as former language learners, understanding of learners’ difficulties, and strategic use of the first language. Learners prefer NESTs for linguistic fluency, accurate pronunciation, cultural knowledge, and opportunities for authentic language practice. Learner perceptions varied by proficiency and context: beginning EFL learners often favored NNESTs for accessibility and guidance, while advanced ESL learners prioritized NESTs for oral and academic skill development. Notably, discrepancies between questionnaire and interview responses highlight the importance of careful instrument design and follow-up clarification in perception studies. The findings underscore that teacher qualifications and experience are more influential than native language is, and they highlight the benefits of cooperative teaching programs involving both NESTs and NNESTs. Implications include targeted teacher assignment, professional development, and enhanced cultural awareness. This study contributes to the discourse on native-speakerism in English language teaching and provides practical insights for designing inclusive and effective ESL/EFL programs.

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