The biggest disadvantage faced by the mentors is the diverse backgrounds of learners. As the priorities differ among the learners, NNEST mentors have faced challenges in treating them. For instance, the teacher had to include native Arabic learner and an Indian in the same class. In such a case, the strategies differ to motivate both the learners and give them the understanding of native English speaking. As a result, the strategy followed to ease the learner is to categorize the mentors depending on the students’ backgrounds.
When taught by NNS, both learners and teachers share similar culture and the grammatical rules are easily explained. Hence, it adds advantage to both the ends. Comprehending passages and motivating linguistics become easier and effective as the teacher can establish a strong rapport with students (Cakir and Demir, 2013). The other strategy is having NNESTs in the same classroom so grammar can be taught better and effectively as learners have common difficulties in language learning. Reading loud to improve pronunciation and tips to handle TOEFL test make the learning experiences fun.
On the other hand, NEST teaches cultural issues as a part of social practice. It follows an authentic approach, but this form of social practice gives the learners the flexibility to switch between topics. This is the main reason for the richness in idioms, phrasal verbs and expressions than other non NESTs (Cakir and Demir, 2013). I feel that learners as well as mentors are very comfortable with NEST approach than NNEST in terms of learning strategies and materials involved.