With the development of globalization, English continues to be widely used, and English teaching is given considerable importance. In recent years, Chinese universities have introduced more native English speakers as language teachers. However, the ingrained native-speakerism in the field of English language teaching (ELT) claims that native English-speaking teachers (NESTs) are the ideal English teachers, while non-native English-speaking teachers (NNESTs) are often marginalized. Recognizing

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... e issue of native-speakerism in ELT, this paper investigates university students' and teachers' attitudes towards NESTs and NNESTs and towards the native-speakerism ideology. Findings obtained through a questionnaire and interviews at a university in southeast China show that stakeholders do not perceive a significant difference between the two kinds of English teachers and that NESTs cannot be deified merely due to their nativespeaker identity. Native-speakerism, although generally accepted in the field of ABOUT THE AUTHORS Li (Evelyn) Wang graduated from Shantou ELT, is not prevalent among the findings. This research attempts to raise the awareness of English learners and teachers regarding revisiting nativespeakerism and provides several research implications on improving ELT practices in and beyond China.