ARE NATIVE SPEAKERS “GOOD ” LANGUAGE INSTRUCTORS? A CASE STUDY OF UNTRAINED ESL TUTORS

Concerns are increasing in the field of ESL teaching over the growth of inexperienced English native speakers seeking to teach, as evidenced by recent research (Samimy and Brutt-Griffler 1999; Maum 2002). There are misconceptions that one must be a native speaker in order to teach a language. The present case study investigated the teaching performance and concerns of the inexperienced Native English Teachers (NETs). Specifically, the study looks closely into: (a) the teaching behaviors of the untrained NETs; (b) the problems the untrained NETs face in teaching; and (c) the self-perceptions of the untrained NETs towards their teaching. Data was collected through observations, teachers ‟ reflective journals, and interviews. The findings revealed: (a) the untrained NETs tended to use authentic materials versus traditional grammar textbooks and that most of them were very creative in lesson plans; (b) the untrained NETs were concerned about the length of the class and being incapable of explaining grammar and vocabulary; and (c) the confidence level of the untrained NETs in teaching gained immensely in a short period of time. These findings are important because it provides valuable insights to ESL trainers about the kinds of training pre-service NETs need. It also shows that NETs can be very effective if they have enough experience and proper training