THE IMPACT OF NATIVE VS NON-NATIVE ENGLISH TEACHERS ON LEARNER MOTIVATION

Abstract

This article explores the influence of native and non-native English teachers on learners’ motivation in the process of English language teaching. The study analyzes both groups of teachers in terms of their pedagogical methods, ability to convey cultural aspects of the language, level of communication with students, and their role in shaping the learning environment. Findings show that learners’ motivation depends not only on the teacher’s linguistic competence but also on their methodological preparedness and interpersonal relationship with students. The paper also reviews research from different countries and provides recommendations for the English language teaching system in Uzbekistan.