Abstract
Promoting active information acquisition among students is a challenging task for any teacher. However, it becomes even more complicated to empower learners to attain success when having a poor understanding of their culture or language. Although non-native speakers (NNS) of English can deliver rather efficient results as teachers, the challenges, which they have to overcome, are much more numerous; therefore, the performance rates of the students who are taught by NNS teachers, is likely to be considerably lower than those of the learners taught by NS instructors. The reasons for the specified assumptions concern not the level of subject mastery displayed by the NS and NNS teachers, but the performance rates displayed by their students. A study involving a qualitative analysis of the performance tendencies among the students of NS and NNS teachers displays that the latter are prone to the problems concerning misunderstanding or misinterpreting specific concepts regarding the subject than those having NS teachers as instructors. The study also shows that the specified tendencies can be addressed and the performance of students instructed by NNS teachers can be improved significantly once adequate strategies concerning the use of proper teaching tools are incorporated into the lesson design. Particularly, the use of visual aids, as well as other means of getting the message across in a manner as clear and efficient as possible, needs to be considered.