CONCLUSION

The results of the survey indicate that interactions with foreign teachers help to
improve language learning, specifically speaking skills. The majority of respondents
said that their English had gotten better. They would likely learn with foreign teachers
again. The fluency of these teachers was seen as a huge benefit. Furthermore,
communicating with them was found to be essential for improving language
capability. The survey's results did, however, also point out several shortcomings. Too
relying on responses may overall reduce objectivity and increase bias. The sample's
concentration on higher education raises concerns about how applicable the results are
to general educational status. Some factors impacting language learning results, such
as the study style and pre-study competence levels, could not have been properly
captured by the design of the survey. Despite some drawbacks, the study offers
important data about learning languages. From there, educators can see the impact of
foreign teachers on developing effective language learning programs. Giving students
more chances to converse and practice with native speakers can raise their self-
confidence and language ability. Moreover, linking with global teachers may also
offer many chances to learn and interact with different languages. For further research,
studies should be involved in a bigger and varied group. This group should have
people from different situations and learning paths. We can investigate a teaching
strategy more focused on the uniqueness of each learner's needs and the ways they
learn. The benefits instructors from other countries bring to language teaching need
more understanding. Schools and educators could think of making plans and
materials, which would be a huge help for foreign language teachers to teach better.
This study effectively concluded by stating that language learning collaborative
behavior arises when the lecturer comes from a foreign country. Although the results
presented some shortcomings, the overall significance of the findings as well as the
opportunity for future investigations demonstrate much promise for practical
application in the context of language learning. This study focuses on the importance
of learner-centered teaching methods, and foreign teachers' role, and also emphasizes
the necessity of conversing with native speakers. These observations provide
developers with complements from which they can institute practice language models
and methods that educated learners are more proficient in the language and have
understanding of cultural backgrounds. The study concludes that such interactions
with instructors of different cultures and languages can fill the voids caused by a lack
of in-person language education. Interacting with non-resident teachers will expose
learners to disparate perspectives and examples that are real and not mimicked by
their local practices. It gives the learner unique observations that increase his
sensitivity to the culture. Moreover, in conversing directly with native speakers’
students not only get instant feedback but also have opportunities to ask questions
about the things they did not get and hence develop their fluency while imitating real-
life situations.