Date of Award

2015

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Media Technology

Abstract

This study was built on Neilsen's (2009) investigation of how cultural factors influenced native English speaking teachers' (NESTs) teaching strategies as these decisions are influenced by cultural viewpoints, perception of the role of Education, teaching materials decisions and selection, and how NESTs perceive the main motives of students' for acquiring English. The research utilized semi-structured, in-depth and open-ended interviews to elicit qualitative data. Ten NESTs participants were purposefully selected and interviewed. They shared their teaching overseas experiences, contributing important insights to this study. The findings of the study highlighted that NESTs experienced cultural differences between host countries and their home countries—the United States. It revealed cultural factors that impacted NEST participants' teaching and their classroom management. The most noted factors included large class size and mixed ability-level students. Students' learning style and motivation, students lack of motivation, government approved teaching materials decisions which might not be appropriate, lack of input into material selection, social and cultural sensitivities, lack of an authentic language environment, lack of resources, lack of supportive administration, and inappropriate textbooks and teaching materials were also among the factors impacting NESTs. NESTs faced these challenges and worked to develop and adapt to the many differences while becoming culturally aware and moving toward adaptation abroad.

Download

Share

COinS