ERLA MINJA
DOI:
Abstract
This study examines the role of native English-speaking teachers (NESTs) who serve as co-teachers in Albania’s primary schools, middle, and high schools. The research aimed to determine whether Albanian students are satisfied with the presence of these volunteers and whether they perceive improvements in their English proficiency – particularly in speaking and writing, as well as in other skills as reading. A dual-survey method was employed, gathering data through questionnaires to both native English-speaking teachers and their students. The findings reveal that NESTs are perceived as approachable and pleasant, and are often viewed by students as more interactive and engaging than their regular non-native English-speaking teachers (NNESTs). Lessons delivered by volunteers tend to incorporate more activities and technology, distinguishing them from traditional teaching methods. As a result, students reported improvements in speaking, writing and, overall engagement in English classes. However, the study also identified certain challenges. Many students initially struggled to understand the volunteers due to their limited English proficiency and unfamiliarity with native English accents. Despite these difficulties, the study concludes that NESTs not only enhance students’ Englishlanguage skills but also provide valuable professional insights for Albanian teachers, motivating them to adopt more interactive and technology-supported teaching methods.
Keywords: English as a Foreign Language (EFL); Speaking Fluency; Writing Accuracy; Native English-Speaking Teacher (NEST); Non-Native English-Speaking Teacher (NNEST).