Characteristics of effective EFL instructors: Language teachers’ perceptions versus Learners’ perceptions (original) (raw)
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Foreign Language Teaching in Iran: A Model for Effective EFL Teaching in the Iranian Context
Theory and Practice in Language Studies, 2015
Language teachers play a crucial role in language education. An effective EFL teacher in most cases paves the way for having an effective education. EFL teaching in different contexts bears some differences. The present study discusses the criteria that an effective EFL teacher should present in Iran. Interviews are conducted and 15 participants are interviewed and as a result of the interview, a questionnaire is developed. 90 EFL teachers and students answer to the questionnaire. The participants are male and female, experienced and novice, and of different ages. Multiple regression analysis reveals no relationship between age, gender, experience, and the answers they provide for the questionnaire. Due to factor analysis, 13 components including linguistic and non-linguistic factors are extracted and the results show that the majority of the participants agree with the criteria posed in the questionnaire. The participants' age, gender, and experience in EFL teaching do not reveal any distinguishing results among them. Consequently, a model is developed to present the criteria for being an Effective EFL teacher in Iran.
Characteristics of an Effective English Language Teacher (EELT) as Perceived by Learners of English
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Literature review indicates that an effective and good teacher has an important role in students' performances and their success. Pivotal roles of teachers may affect students’ attitudes and motivations to language learning. Improving the field of foreign language teaching and learning without improving the qualities of EFL teachers seems impossible. This attempt, at first hand, requires recognizing and identifying the qualities of effective EFL teachers. The purpose of this study was to characterize and investigate qualities of an effective English language teacher (EELT) as perceived by Iranian English language learners. A questionnaire which was based on four categories including English proficiency, pedagogical knowledge, organization and communication skills, and socio-affective skills was administered to 60 foreign language learners at Azad University of Tabriz. The collected data were statistically analyzed. The results showed that students expect a good English teacher t...
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This study reports on the perceptions of a group of Turkish English as a Foreign Language (EFL) students on the attributes of effective language teachers. Data for this study were collected from 140 preparatory year EFL undergraduate students at Western Languages and Literature Department at Karadeniz Technical University. The students were given a questionnaire which included five categories of attributes that define effective language teachers: Rapport, Delivery, Fairness, Knowledge and Credibility, and Organization and Preparation. The results showed that the students placed the highest importance on Knowledge and Credibility attribute which included a good knowledge of English and being qualified for English teaching. They also rated highly rapport attributes such as care, friendliness, and patience and delivery attributes such as providing clear explanations and good examples. Fairness and lesson preparation were also considered important attributes. This research has implicati...
The Characteristics of Effective EFL Teachers from the Perspective of Turkish EFL Learners
International Journal of Human and Behavioral Science, 2015
EFL teachers’ characteristics may undergo alterations due to several factors including the teachers’ personality and the methods that they pursue. The present paper is aimed to investigate the perceptions of young learners about the characteristics of effective English language teachers. In this respect, 100 students were delivered the Turkish version of an inventory that was developed by Yu-Hsin (1999). It consisted of three different parts of regarding personal, professional and pedagogical qualities. The results indicated that an effective teacher was expected to be friendly, to have accurate pronunciation and to have effective classroom management skills. Moreover, the participants indicated that they expected EFL teachers to be enthusiastic about technological developments, while visual materials clearly helped them feel relaxed during the lectures. Since the overall results indicated the importance of both pedagogical and of personal qualities that help a professional to become an effective teacher, anyone who aims at becoming an effective EFL teacher should be fully aware of them.
Porta Linguarum, 2013
Research on the qualities of successful teachers in Turkey indicates that students consider teacher effectiveness as the ability to ensure an environment in which positive student-teacher interaction can take place. However, further studies are needed to clarify students’ perceptions of the qualities of effective foreign language teachers, in particular, thus providing educators with necessary information concerning the implementation of language teacher development programs. Therefore, 998 undergraduate students at a state university in Turkey were asked to complete a survey concerning the qualities they believed are characteristic of a successful English language teacher. The results provide a detailed profile of university English as a foreign language (EFL) students’ perceptions with respect to pedagogy-specific knowledge, personality traits, professional skills and classroom behavior.
Porta Linguarum, 2013
Research on the qualities of successful teachers in Turkey indicates that students consider teacher effectiveness as the ability to ensure an environment in which positive student-teacher interaction can take place. However, further studies are needed to clarify students’ perceptions of the qualities of effective foreign language teachers, in particular, thus providing educators with necessary information concerning the implementation of language teacher development programs. Therefore, 998 undergraduate students at a state university in Turkey were asked to complete a survey concerning the qualities they believed are characteristic of a successful English language teacher. The results provide a detailed profile of university English as a foreign language (EFL) students’ perceptions with respect to pedagogy-specific knowledge, personality traits, professional skills and classroom behavior.
Characteristics of effective EFL teachers from the perspective of Turkish EFL learners
International Journal of Human and Behavioral Science, 2015
EFL teachers' characteristics may undergo alterations due to several factors including the teachers' personality and the methods that they pursue. The present paper is aimed to investigate the perceptions of young learners about the characteristics of effective English language teachers. In this respect, 100 students were delivered the Turkish version of an inventory that was developed by Yu-Hsin (1999). It consisted of three different parts of regarding personal, professional and pedagogical qualities. The results indicated that an effective teacher was expected to be friendly, to have accurate pronunciation and to have effective classroom management skills. Moreover, the participants indicated that they expected EFL teachers to be enthusiastic about technological developments, while visual materials clearly helped them feel relaxed during the lectures. Since the overall results indicated the importance of both pedagogical and of personal qualities that help a professional to become an effective teacher, anyone who aims at becoming an effective EFL teacher should be fully aware of them.
Characteristics of a Good EFL Teacher
SAGE Open, 2015
Researchers have long been interested in the characteristics associated with “good” teaching. However, most relevant studies have been conducted in Western contexts. As cultural background has a strong influence on the way good teaching is perceived, it was considered important to explore this issue in the Arab Gulf. The current study sought to compare Omani school students’ and teachers’ perceptions of the characteristics of good English as a foreign language (EFL) teachers in the Omani context. To achieve this, 171 Omani students and 233 English teachers responded to a seven-category, 68-item questionnaire utilizing a 4-point Likert-type response key. Descriptive statistics and t tests were used to determine perceptions of good teacher characteristics and differences between students’ and teachers’ responses. Results indicate that Omani students and teachers generally agree about the importance of all characteristic categories, with those related to English language proficiency an...
The Qualities of a successful EFL Teacher in the Eyes of Learners ( Youssef Mezrigui)
There are two major interrelated reasons behind examining the topic of this paper. In fact, even after many years of their learning English as a foreign language, a large number of secondary school students’ level of proficiency in the language is so low that they cannot use it communicatively, and cannot major in it at university, either. Accounting for their underachievement, a respectable percentage of such students claim that many teachers still play traditional roles in the teaching-learning process, which has contributed to the problem. The main purpose of this paper, therefore, is to explore the extent to which such a claim is justifiable. In this frame of reference, a questionnaire was administered to a certain number of students on the extent to which the teacher responsible for the issue, as well as what they personally think the key characteristics of a good EFL teacher are. Along with this, the paper will equally look at other qualities that ought to be available in EFL teachers with the overall aim of helping them to do their job successfully, and hence attain the expected learning results. Keywords: English as a foreign language, EFL learners, teacher affective roles, teacher academic roles