| dc.description.abstract | The dichotomy between native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs), although having been challenged by current research, remains prevalent. To improve students’ learning conditions, increase equality among teachers and combat unsustainable hiring practices applied by facilitators in the educational sector, a well-rounded understanding of attitudes towards NESTs and NNESTs is a necessity. Keeping in mind the importance of regional differences and local contexts, this study aims to investigate Swedish upper secondary learners who study English as a foreign language (EFL). A questionnaire comprising 57 statements regarding NESTs and NNESTs was answered by 55 students and responses were analysed via descriptive statistics. Findings show, among others, that participants do not generally favour NESTs or NNESTs. However, some significant differences are detected, such as NESTs being perceived as teaching oral skills more effectively and NNESTs being seen as better suited to teach novice learners. Overall, Swedish EFL students perceive that pedagogical qualities are more important than nativeness. | sv |
