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The Native English Teachers (NETs) Scheme has been in place for
over 20 years in secondary schools in Hong Kong and yet how students
perceive these teachers is under-researched. This article reports a
study which analyses student perceptions of the advantage and disad-
vantages of learning English from NETs and their non-native counter-
parts, local English teachers (LETs). Data were collected through
semi-structured group interviews with 30 secondary students studying
in three different schools in Hong Kong. Content data analysis was
conducted, and main themes that emerged from interview transcripts
were categorised. Results show that the perceived advantages of LETs
include their proficiency in students L1, their knowledge of students
learning difficulties, the ease students experience in understanding
their teaching, and in communication. The perceived advantages of
NETs are their good English proficiency and ability to facilitate stu-
dent learning. The disadvantages of one category of teachers appear
to be the reverse of the advantages of another. Data also show that
some students experience anxiety when encountering NETs and tend
to prefer certain teaching styles. This study has significant implications
for classroom teaching practice and teacher professional development.
doi: 10.1002/tesq.21
THE STUDY
Participants
Data Analysis
All the interviews were fully transcribed, and interviews that were
conducted in Cantonese were translated into English by the
researcher. To ensure accuracy, 30% of the translated transcripts were
2
Secondary schools in Hong Kong are divided into three bands according to students
academic ability, with Band 1 as the highest level. With the enforcement of the mother
tongue education policy by the Hong Kong Special Administrative Region Government
in 1997, all secondary schools have to teach in Cantonese, except for 114 schools that
obtained special approval to continue to use English as their medium of instruction
(Luk & Lin, 2007).
Reported by
Advantages Reported by groupsa Disadvantages groups
Use of students 2, 3, 4, 5, 6, 7, 8, 9,10 Inaccurate 1, 6, 9, 10
first language pronunciation
and grammar
Understanding of student 6, 7, 8, 9, 10 Teaching styles
difficulties/needs textbook bound 5
traditional teaching 5
Easy understanding 1, 2, 3,10 Less opportunity to 1, 8
of teachers practise English
Easy communication 7, 8
Teaching styles
more exercises 7
interesting games 9
Closer relationship with 5
teachers
a
Groups 1 and 2 were Year 9 students from a Band 2 Chinese-medium school. Groups 36
were Year 8 students from a Band 1 English-medium school. Groups 710 were Year 11 stu-
dents from a Band 1 English-medium school.
FINDINGS
Use of students L1. The most prominent merit cited by students was
LETs ability to use their L1. It was mentioned by all the groups except
Group 1. Participants suggested two main functions of L1 use. First, it
could enhance students understanding in lessons. The close association
TABLE 2
Perceived Advantages and Disadvantages of NETs
Reported
Advantages Reported by groups Disadvantages by groups
Facilitating learning
in general 1, 2, 7 Difficulty in understanding 3, 4, 5, 7, 8
pronunciation 9, 10 Difficulty in communication 5, 9, 10
speaking skills 7, 9 Anxiety with NETs 5, 7, 8, 10
listening skills 1, 2, 6 Difficulty in developing 5, 7
relationship
culture 5 Teaching styles
Good English 1, 2, 4, 5, 8, 9, 10 not grammar focused 3
proficiency
Teaching styles not exam oriented 7
relaxed classroom 3, 5, 7, 8, 10
atmosphere
activity approach 3, 5, 6
not textbook bound 3, 6
4
S17 did not define the term overseas. However, it probably refers to countries such as
the United Kingdom, the United States, and Australia, where many Hong Kong students
go to further their studies at the tertiary level.
DISCUSSION
5
Ellis (2002) distinguishes two types of L1 use: tacit use and overt use (p. 82). Tacit
use of the L1 involves a teacher drawing on his or her knowledge of the L1 without the
actual verbalising or writing of the language. It refers to a teachers ability to predict lan-
guage learner difficulties such as the negative transfer of rules and patterns from the L1
or speech sounds that exist in the target language but not in the L1 system. Overt use of
the L1 involves a direct use: actual speaking, writing, or listening either in or out of
class.
6
Speaking English clearly and fluently with native speakerlike pronunciation was the
most frequently mentioned quality of a good English teacher by students from two uni-
versities in Thailand (Mullock, 2010).
ACKNOWLEDGMENTS
This research was supported by the Macquarie University Research Excellence
Scholarship and the Macquarie University Linguistics Department Research
Enhancement Fund. I wish to thank Stephen Moore and Denise Murray for their
invaluable feedback on an earlier version of this article. I would also like to thank
the two anonymous TESOL Quarterly reviewers for their insightful comments and
Diane Belcher for her editorial suggestions. All errors are, of course, my own.
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APPENDIX A
Note. MOI = Medium of instruction; CMI = Chinese medium of instruction; EMI = Eng-
lish medium of instruction.
1. How many native speaker English teachers have you ever had?
?
2. How long have you been learning English with NETs?
?