Challenges Faced by Non-Native English Teachers: A Phenomenological Inquiry at Dong Nai University

This study explores the challenges faced by non-native English teachers (NNETs) at Dong Nai University through a phenomenological inquiry. Using qualitative research methods, the study investigates the lived experiences of NNETs in teaching English as a Foreign Language (EFL), identifying key difficulties such as linguistic limitations, credibility issues, and cultural differences. The study draws on semi-structured interviews with NNETs to understand their perspectives on professional development, student perceptions, and institutional support. The findings reveal that NNETs often struggle with self-confidence, discrimination, and the pressure to meet native-like proficiency expectations. Additionally, issues such as limited access to professional training and inadequate institutional support exacerbate these challenges. The discussion highlights the implications for language education policies and teacher training programs, emphasizing the need for more inclusive approaches to recognize the strengths of NNETs. This study contributes to the ongoing discourse on EFL teaching and offers insights into improving working conditions and professional development opportunities for NNETs. The findings suggest a paradigm shift toward a more equitable perspective on English language teaching (ELT), where proficiency, pedagogical skills, and cultural understanding outweigh nativeness as the primary criteria for effective instruction.