Ideal English teacher as perceived by Thai EFL learners: the interplay between race and native-speakerism

This study examines Thai undergraduate English as a Foreign Language (EFL) students' perceptions of the 'ideal' English teacher, focusing on the connection between racial constructs and native-speakerism. Employing a mixed-methods approach, it integrates a questionnaire on explicit preferences with a computer-based image elicitation technique to uncover implicit biases. The findings reveal a mismatch between explicit and implicit perceptions. While participants explicitly favoured non-native English teachers (NNETs) over native English teachers (NETs) when key qualifications related to English language teaching (ELT) were standardised, their generated images and written descriptions showed a strong, implicit preference for Caucasian teachers, particularly from Western countries. In contrast, teachers from non-Caucasian backgrounds, particularly those of Asian and African descent, were often marginalised. These results highlight the pervasive role of racialized native-speakerism in shaping perceptions and perpetuating inequalities in ELT. The study calls for a more inclusive perspective that values teaching competencies over racial and nativeness biases. This research contributes to the broader discourse on equity and inclusion in ELT, advocating for reforms to challenge long-standing hierarchies and promote diversity in the teaching profession.