The Perceptions of Language Teachers, Students and Parents on the Characteristics of Effective Primary School Language Teachers (original) (raw)

Teaching English in Primary Classes

Science and Education, 2021

Secondly, to motivate the students in learning English, the teachers need to understand the students' characteristics because they are still young and they need to get a special treatment from the teachers. Several experts also explain young learner's aspects [2, 3, 4]. In addition, teachers should be well versed in the psychology of children, because every child has own character and own qualities. Therefore, it depends on the great knowledge of children psychology of teachers. Next, English teachers are required to design the class as comfortable as possible because the students like to move around and the physical movements will dominate the activities [6][7].

Common characteristics of an effective English language teacher

The International Journal of Educational Researchers, 2013

Effective learning is strongly related to effective teacher and effective teaching. In this concept, teachers’ characteristics gain crucial importance in understanding and lessening the problems and difficulties hindering students’ long lasting learning process. The aim of this study is to present a literature review about the features of an effective English language teacher by comprising of the common characteristics in the studies and to give some pedagogical suggestions for English language teachers on how to increase their effectiveness in the classroom. Therefore, over 30 studies conducted in foreign language education area were overviewed and main characteristics of an effective English language teacher mostly cited in these studies were categorized under four headings. These four categories are as follow: socio-affective skills, pedagogical knowledge, subject-matter knowledge and personality characteristics. Findings showed that an English language teacher should have socio-affective skills, pedagogical knowledge, subject matter knowledge and personal qualities for better language teaching and learning. In addition, an effective English language teacher should have a balanced combination of these four main aspects.

Primary teachers` beliefs about teaching English to young learners

2017

While there is a growing belief that English should be taught from an early age in order to achieve better results, little is known about the practices and attitudes of primary school English teachers in Spain. Therefore, a qualitative study based on interviews with 22 primary school teachers of English was carried out in order to investigate teachers’ beliefs about teaching methodology, the use of group work and the use of the mother tongue. It was found that all the teachers believe in following a communicative approach which focuses mainly on speaking and listening and in which the explicit teaching of grammar plays a minor role. Most of the teachers also claimed to use only the target language in class and to make frequent use of group and pair work. One of the aspects which seems to have influenced these teachers’ attitudes is their own negative experience as language learners in traditional, grammar-based classrooms.

LANGUAGE TEACHING AND THE REQUIRED AND ESSENTIAL CHARACTERISTICS FOR THE LANGUAGE TEACHER

TJPRC, 2013

Given the fact that teachers are now expected to be informed enough to be able to pilot their teaching towards the varying requirements of different classroom learners, this study is proposed to shed light on what it takes to have (establish and manage) an effective and successful language classroom in terms of language teaching methods and language teachers characteristics

What Makes a Good English Language Teacher? "Teachers' Perceptions and Students' Conceptions

2009

Over the last three decades or so there have been major changes in English language teaching (ELT) particularly in teaching English as a foreign or second language. These changes first emanated from dissatisfaction with traditional approaches based on teaching the foreign language (FL) through grammar and translation and later on came as a result of advances in psychology and linguistics as well as socio-linguistics. However, in spite of such a long period of theorization and applications of various approaches, the issue has remained unresolved as ever, namely: how best, or perhaps, how appropriately, the teaching and learning of English as a foreign language can be tackled. Since the language teachers are constantly faced with the problem of what to teach and how to do it, it is especially important for them to keep in mind that their field is far from being isolated. It is firmly in the mainstream of the current thinking. The purpose of this study is to find out the teachers' and learners' viewpoints (at the University level in Yemen) regarding their perceptions and conceptions of the qualities of a good language teacher and attempt to offer directions to student-teachers and teacher-trainers in a field that is currently replete with competing theories, methodologies and techniques.

Effective Foreign Language Teaching at the Primary Level - Focus on the Teacher

2001

This book focuses on the most recent methodological developments and views in the field of foreign language teaching with issues concerning mainly the foreign language teacher. ITs aim is to lead to a better understanding of their one assets, beliefs, and values, and to help them to improve their competencies. It deals with both the methodological and language preparation of teachers in order to give them a deeper understanding of the process of teaching and learning languages at the primary level. The first part of the book presents several papers about different methodological issues, linking theory and practice. The education of the teacher from a linguistic and a methodological point of view is the main focus. The section of the book deals with research in language teaching, teacher education, and language. Finally the last section brings together four papers dealing with classroom teaching and the role of observation in teacher education.

An Investigation into the Profile of an Effective Language Teacher

ÜNİVERSİTEPARK Bülten

Background/purpose-Teachers have a pivotal role for the academic success of learners both in and out of the classroom. In this study, we attempt to identify the characteristics of effective teachers from the perspective of preservice English language teachers. With this aim, the personal characteristics, professional skills, and academic qualities of effective language teachers, as perceived by candidate teachers, were delineated. Materials/methods-The research adopted was the mixed-method approach with the explanatory sequential design, through which both quantitative and qualitative data were collected in order to gain a better understanding, and to seek to obtain more comprehensive results. The study's participants were 75 junior and senior students studying in the Department of English Language Teaching of a state university. The data were collected through the application of a questionnaire and semi-structured interviews. The quantitative data were analyzed through descriptive analysis; with mean, standard deviation, and percentage values and qualitative transcribed interview data analyzed through content analysis with themes and codes. Results-The findings revealed that there were critical personal qualities for the effectiveness of language teachers such as treating all students equally and fairly, being motivating, being respectful, and being openminded. Additionally, the most important professional qualities were changing the teaching style in accordance with the target students' proficiency level, making use of various audiovisual materials and technological devices, being effective at classroom management, and knowing how to assess students through the four skills areas of language learning. The participants also highlighted their language fluency according to competence in the four language skills areas and having intelligible pronunciation as critical academic qualities for effective English teachers. Conclusion-According to preservice English language teachers, the study's overall results indicated that the personal characteristics of English teachers were more appreciated than their professional or academic qualities in terms of their effectiveness. Keywordseffective language teachers, teacher characteristics, teaching quality, perception of student teachers, English language teacher.

Characteristics of an Effective English Language Teacher (EELT) as Perceived by Learners of English

2016

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...