Teaching effectiveness of non-native English-speaking teachers in business disciplines: intercultural communication apprehension and ethnocentrism

Teaching effectiveness of non-native English-speaking teachers (NNEST) in accounting, economics and finance has become a significant issue due to the increasing trend of hiring NNEST in business schools. However, the literature has focused on the English language competence of NNEST, which is only o...

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Bibliographic Details
Published in:Accounting Education 2018-03, Vol.27 (2), p.183-207
Main Authors: Abayadeera, Nadana, Mihret, Dessalegn Getie, Hewa Dulige, Jayasinghe
Format: Article
Language:English
Subjects:
Anxiety
Business Administration Education
Business education
Business schools
College Faculty
College Students
Communication (Thought Transfer)
Content Analysis
English (Second Language)
Ethnocentrism
Focus Groups
Foreign Countries
Intercultural Communication
intercultural communication apprehension
Linguistic Competence
NEST
NNEST
Pronunciation
Qualitative Research
Second Language Learning
Semi Structured Interviews
Statistical Analysis
Student Attitudes
Student Evaluation of Teacher Performance
Students
Teacher Effectiveness
Teacher evaluations
Teachers
Teaching
teaching effectiveness
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Summary:Teaching effectiveness of non-native English-speaking teachers (NNEST) in accounting, economics and finance has become a significant issue due to the increasing trend of hiring NNEST in business schools. However, the literature has focused on the English language competence of NNEST, which is only one element of the factors that influence teaching effectiveness. This study examines students' perceptions of teaching effectiveness of NNEST in business disciplines in an Australian university to understand relevant NNEST issues of teaching from a cross-cultural communication perspective. Data were gathered via focus groups and student evaluation of teacher performance surveys. The thematic content analysis of the data indicated that students acknowledge that NNEST are knowledgeable and hardworking teachers; however, issues of intercultural communication apprehension hinder their teaching effectiveness. Besides, ethnocentric world views of students tend to adversely influence the teaching evaluation of NNEST. This study concludes that NNEST's issues are broader than mere linguistic competence, which suggests that business schools should focus on enhancing cultural understanding and minimising intercultural communication apprehension of NNEST in efforts aimed at enhancing NNEST's teaching effectiveness.
ISSN:0963-9284
1468-4489
DOI:10.1080/09639284.2017.1414616