A role of students' affective factors in assessing their non-native teachers of English. Studies in Modern Grammar This study investigated the relationship between non-native English as a Foreign Language (EFL) students’ perceptions of their non-native teachers and their own affective variables. A total of 189 subjects in this study responded to a Likert-type scale instrument that measured their self-directed learning behavior, anxiety, class participation, their perceived teachers’ teaching ability, closeness with their teachers, and anxiety aroused in the presence of their teachers. Following principal factor analyses to check the construct validity of each construct, canonical correlation analysis was performed to understand to what extent subjects’ perceptions of their non-native teachers of English can be related to their affective states are related. The results indicated that the two sets were moderately correlated in two functions with canonical coefficients 0.52 and 0.37, suggesting that perceptions of non-native teachers may be related to learners’ affective states. Further analyses showed that students who reported high on self-regulatory learning behavior and classroom participation were likely to feel that their teacher was close to them, were still likely to feel anxious, and tended to feel positive about their teacher’s teaching ability. In addition, this study found that students with low foreign language anxiety were likely to manifest low belief in their teacher’s teaching ability, were likely to feel distant from their teacher, and likely to have the fear of negative evaluation.