Saudi university EFL learners’ perceptions of native vs. non-native English speaking teachers: implications for native-speakerism and teacher recruitment

This study examined Saudi EFL students' perceptions of native English-speaking teachers (NESTs), non-native English-speaking teachers (NNESTs), and experienced teachers with formal teaching qualification. The research was conducted at (the target institute) and involved 78 students across three sections. Each section was co-taught by a Saudi NNEST and a NEST of American or British background. Data was collected through questionnaires. The findings indicate that student preferences were not random but systematic and task specific. For example, NESTs were perceived as more effective in teaching pronunciation, reflecting assumptions about superior accuracy and authenticity of native-like pronunciation. Teaching experience also emerged as a determining factor in explaining complex grammatical rules. However, NNESTs were consistently preferred for all core language skills, listening, speaking, reading, and writing. Moreover, this preference was extended to other categories, such as “Understanding me in class,” where more than two thirds of participants favored NNESTs, suggesting that the EFL students may value shared linguistic and cultural backgrounds over native-speaker status alone. The study further reveals a notable mismatch between student preferences and prevailing teacher recruitment practices in Saudi universities, which traditionally prioritize NESTs, highlighting the need to reconsider EFL teacher recruitment criteria to better align with student-centered realities.