在这种情况下，学习者的优先级是不同的。虽然教师的目的是让学生感受和模仿母语的英语口语，但是学生语言上的漏洞影响了他们的学习重点。例如，NNEST老师发现，她的学生热衷于消除母语口音，采用一种全新的英语口语风格。更多的参与者采用NNEST只是为了提高口语水平。喜欢NEST的学生更注重语法知识和与他人的快速沟通(Cakir and Demir, 2013)。
There is a debate whether non native speaker or native speaker teaches English language to a better extent. Based on the practicum placement experience, it was evident that the teaching styles are different and the materials used to teach English are also unique. In this paper, the personal experiences in understanding the lesson plans, implications, learner priorities and overall learning outcomes are all listed. These also inform the levels to which the professional goals in teaching English language are fulfilled.
Reflections on Teaching/ Learning Context
Learner background and diversity
The learners for the English language belong to different geographical regions. Some of them are native speakers who have come for the pronunciation development while the others are non native speakers and have attended the course to gain knowledge of language and the pronunciation. The cultural backgrounds of students displayed their addiction to native language and the inclusion of this native language in English speaking. For instance, few Arabic students were instructed to eliminate the Arabic intonation and accent in English speaking. On the other hand, the pronunciation of Indians totally changed and was instructed to adopt to this native learning style.
The learner priorities are different in this case. While the goal of the teacher is to enable students to feel and imitate native English speaking, the loopholes of students in their languages affected their priorities of learning. For instance, NNEST teacher has found that her students are keen to eliminate their native language accents and adopt a totally new style of English speaking as that of native speakers. Some more participants adopt NNEST just to improve the oral proficiency. Students who prefer NEST have priorities towards grammatical knowledge and quick communication with others (Cakir and Demir, 2013).