A Comparison Study of Non-native Speakers’ and Native Speakers’ Perceptions toward Communicative Language Teaching

Abstract

Teachers’ beliefs influence their classroom practice.
However, there has been insufficient research on teachers’
beliefs (Peacock, 2001), especially within the Eastern context.
This research is intended to fill the gap by incorporating a
quantitative study with native English speaking (NES) teachers
and non-native speaking (NNES) teachers in Taiwan to
determine whether their beliefs are in line with current EFL
pedagogy, communicative language teaching (CLT). The results
showed that although NES and NNES teachers had an
inclination to CLT, they still held traditional teaching beliefs.