Presented by Xiao Yuan Hunan University, China

* In China, many foreign language colleges, international schools, oral English class relies on English-native speakers for they have better language proficiency. * Classroom management, involving use of time (LI Sen 2013), seating arrangement (Fernandes et al. 2012) and students’ engagement (Jeremy D. Finn 2012), is essential for classroom teaching efficiency.

* Is there any difference in the management in EFL speaking classrooms by English-native teachers and Chinese-native teachers? * How to make the speaking classrooms more efficient by placing different oral teachers?

* Subjects include an English-native teacher and a Chinese- native teacher. The same teaching materials are distributed to two separated classes. * Data of this action research are collected by class-observing, video-transcribing, interviewing, and teaching-reflection. * The data contain 8 teaching sessions of each subject, minute video-recording from both subject’s class, 1 interview to representatives of each class and 7 teaching diaries.

* There may be differences in classroom management of two groups of teacher, owing to cultural diversities. * The differences may result in variable teaching efficiency, which could be enhanced by improving classroom management. * Foreign teachers should accept pre-service training to avoid cultural shock and to improve teaching efficiency.

* English teacher’s class time is utilized loosely, and Chinese-native speaker’s class time is utilized intensively. * No seating is arranged by English-native teacher, yet Chinese-native speaker arranges seating positions for different teaching activities. * In English teacher’s class, students engage reluctantly in few forms of class activities. In Chinese-native speaker’s class, students engage actively in several forms of task- based activities.

* English-native teacher and Chinese-native teacher have different teaching concepts. * English teacher aims at creating a mutual-respect and easy environment, and focuses more on natural language acquisition, so students are not pushed and students’ engagement is self-motivated and reluctant.

* The class environment of the Chinese–native teacher is tense and the teaching is task-based, focusing on students’ language achievement, where students’ engagement are motivated by different forms of classroom activities. * Chinese-native teachers are more reliable in task- based oral English class than English-native teachers.

* Pre-service training should be set before foreign teachers are teaching in a divergent culture background classroom.