The Effects of NESTs’ Beliefs on Their Elementary School Classroom Behavior

DOI:10.21742/AJEMR.2022.7.1.02

AUTHORS

Chin-Wen Chien,National Tsing Hua University, Taiwan

ABSTRACT

Native English Speaking Teachers (NEST) is recruited in Taiwan to enable Taiwanese learners to be exposed to authentic linguistic input and produce native-like output. This qualitative case study aimed to explore the effects of six Native English Speaking Teachers’ (NEST) beliefs on their teaching and classroom behavior. Based on the thematic analysis of lesson plans, observation notes, and semi-structured interviews, this study had the following major findings. First, NESTs tended to use their linguistic advantages and provide learners with listening input. Secondly, NESTs as native speakers did not only use English in their classrooms. Instead, they had preferences for the use of L1, Mandarin Chinese, from their students or co-teachers. Thirdly, NESTs did not use their linguistic advantages in providing oral output or interaction with their learners. Their activity designs were mainly drilled in practice without meaningful and authentic culture. Fourthly, with the advantage of knowing the target culture, they did not integrate this into their lessons for helping learners develop cultural awareness. Four suggestions on in-service teacher education for NESTs are provided in terms of the interactive co-teaching model, emphasis on contextualized instruction, fostering pedagogical knowledge, and focus on cultural awareness.