Examining the role of Anglo-emotionality in EFL students’ English Language achievements: university instructors and EFL students’ perspectives

This qualitative study aimed at exploring the Afghan university EFL instructor's and students’ perspectives on the role of Anglo-emotionality (native speakerism + emotion) in students’ English language achievements. Further, what the Afghan EFL instructors and students think about native speakerism and the language to be taught by a native speaker, is discussed in this study. The data were collected through semi-structured interviews with 15 instructors of Afghan University as well as 10 Afghan EFL university students. The data were analyzed thematically considering themes such as instructors’ and students’ definitions of native speakerism and their attitudes towards NEST (native English-speaking teacher) and NNEST (non-native English-speaking teacher). The findings indicated that native-speaker teachers are more confident, fluent and accurately equipped with the target language culture, however, they lack proper awareness of the contexts of teaching cultural and socio-political situations, but non-native instructors can better understand students’ cultural and contextual needs and can offer effective teaching. The study’s implications, significance, and further research directions are discussed.