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This study investigated the effect of using native and non–native English teachers on the achievement of preparatory year students at the University of Tabuk for academic year 2017/2018. To achieve the purpose of the study, a pre/post-test was constructed to measure students’ level in English skills. The test consisted of four parts listening, reading, writing, structure. A speaking test was also conducted to measure the students’ level in speaking skill. The study sample consisted of eight groups from the intermediate level taught by both native and non-native English speaker’s teachers.
The researcher used a descriptive statistical analysis T-test (means and standard deviations). The findings of the study showed that there was a significant correlation between listening and speaking skills in favour of native speakers. And there was a significant correlation between writing and grammar skills in favour of non-native speakers. And there was no statically significant in the achievements of students in reading skill. Also, there were no statically significant differences in the student’s achievement due to gender. In the light of those findings, the study recommends that both native and non-native English speakers are important for the learning process.

Keywords: Non-native speakers, achievement and preparatory year

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