Insights on Native vs. Non-Native Teachers in an EFL Context

This study aims to investigate Turkish EFL students’ perceptions of native and non-native English-speaking teachers (NESTs and NNESTs) and how these perceptions influence their motivation, engagement, and learning experiences. Using a qualitative design, semi-structured interviews were conducted with 43 preparatory-level university students selected through purposeful sampling. The data were thematically analyzed using MAXQDA software. Findings indicate that NESTs are valued for their fluency, authentic pronunciation, and natural conversational input, while NNESTs are praised for their structured instruction, accessible explanations, and empathetic support. However, students also reported disengagement when teacher communication styles or pedagogical approaches did not align with learner needs. The study underscores that instructional effectiveness is less dependent on nativeness and more on pedagogical fit. These results support equitable recognition of NNESTs and call for context-sensitive teaching approaches in Expanding Circle countries. Implications for teacher education, recruitment, and curriculum design are discussed to foster inclusive and learner-responsive EFL classrooms.