Mede, E.Coşgun, GülçinAtay, D.2019-02-042019-02-042019-01-15http://hdl.handle.net/10679/6129Due to copyright restrictions, the access to the full text of this article is only available via subscription.Having distinctive individual qualities based on their background, pedagogy, and linguistic abilities, both native English‐speaking teachers (NESTs) and non‐native English‐speaking teachers (NNESTs) play crucial roles in supporting EFL learning. This entry gives an overview of the body of knowledge about what the research states about NEST/NNEST models in teaching speaking, states what challenges both groups experience while developing learners' oral competence and, finally, suggests some pedagogical implications in relation to turning these differences into opportunities to improve students' speaking as well as teachers' teaching techniques in EFL classrooms.engrestrictedAccessbookPartSecond language acquisitionELTTeaching speaking