EFFECTS OF ARABIC AND ENGLISH SPEAKING TEACHERS ON HIGH SCHOOL STUDENTS’ WRITING ACHIEVEMENT
DOI:
https://doi.org/10.46827/ejfl.v0i0.1834Keywords:
accuracy, NEST, None-NEST, rubrics, mechanics of writing, writing abilitiesAbstract
This research investigates the effectiveness of English Speaking Teachers in comparison with Arabic Speaking Teachers on secondary Arabic-speaking students’ achievement in writing as measured against overall essay writing achievement and four individual writing abilities, namely communicative effectiveness, range of vocabulary, accuracy, and mechanics of writing. Data was collected from 196 students’ written essays from a high English- medium school where both Native-English speaking teachers of English and Arabic- Speaking teachers of English taught monolingual students. The results showed that there was no significant difference between students’ overall achievement in writing skills due to the teachers’ native language. However, there was a significant difference in the vocabulary range and accuracy areas due to teachers’ native language in favor of the Native English Speaking Teachers (NEST) in the former and in favor for the Non-Native English- Speaking Teachers (NNEST) for the latter. It also revealed that there was no significance difference between the two groups in the communicative range and mechanics of writing skills.
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