Characteristics of a Good EFL Teacher

Al-Mahrooqi, Rahma; Denman, Christopher; Al-Siyabi, Jamila; Al-Maamari, Faisal

doi:10.1177/2158244015584782

Cited by 32 publications

(47 citation statements)

References 18 publications

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“…Moreover, it was interesting to note that 'knowledge and credibility' were not mentioned anywhere near as often as in the previously cited quantitative studies. In other words, when students were asked specifically if they thought language knowledge was important, they generally answered that it was (as in, for example, Al-Mahrooqi et al, 2015;Han, 2017;Meksophawannagul, 2015). However, when they were simply asked to describe an effective teacher in their own words, language knowledge was not mentioned as frequently.…”

Section: Literature Reviewmentioning

confidence: 99%

What Makes an Effective English Language Teacher? The Life Histories of 13 Mexican University Students

Bremner¹

2019

ELT

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This study examined the educational life histories of 13 students at a Mexican university in order to gather their perspectives of effective language teaching. Most previous studies on students' perspectives of language teaching have used quantitative and deductive methods, whereas this study employed qualitative and inductive methods. The main methodological approach was the 'life history' approach, and the specific methods were two extended interviews and an innovative 'timeline' activity. In total, 77 examples of effective (and ineffective) teachers emerged from the 13 students' life histories. The study revealed three major findings. Firstly, teachers' language knowledge and proficiency were not mentioned as important characteristics of effective language teaching, although several students did make reference to teachers' command of language when it was perceived to be missing. Secondly, students generally favoured more 'modern' approaches (engaging, active, real-life skills, immersion in the target language), as opposed to more 'conservative' approaches (unappealing, passive, overly theoretical, lack of immersion in the target language). Thirdly, students emphasised the importance of a positive student-teacher relationship, and greatly appreciated the teacher being there to provide them with personalised attention. Notably, the students tended not to value autonomous learning, preferring teachers to be close to them to help them with their problems in class. Two main implications for practice were suggested. Firstly, a general consensus has been reached regarding several key characteristics of effective language teaching, strengthening the argument that these characteristics should be listened to, and acted upon, by teachers and educational decision-makers. Secondly, the study makes a strong case for future research to utilise more qualitative, inductive methods when investigating students' perspectives.

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Section: Literature Reviewmentioning

confidence: 99%

What Makes an Effective English Language Teacher? The Life Histories of 13 Mexican University Students

Bremner¹

2019

ELT

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“…Walkinshaw (2012) found that it does not matter if the professors are NEST or NNEST, but that they possess the qualities discussed in this paper. Al Marooqi et al (2015) researched the necessary teaching qualities one must possess to be an effective teacher in Oman. They focused on the perspectives of students and teachers to decipher which qualities are important in the country of Oman in EFL.…”

Section: Effective Teaching Qualitiesmentioning

confidence: 99%

Educators and Students Perceptions about Ecuadorian NEST Knowledge and Quality in Terms of Effective Teaching

Sevy-Biloon

2017

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EFL has become necessary in all areas of education over the last decade in Ecuador. There has been a widespread push for changes in the level of knowledge and quality of EFL teacher effectiveness throughout the educational system. This paper aims to look at what perceptions current EFL participants have about the Ecuadorian NNEST and if they have the necessary linguistic awareness, language skills and teaching qualities to teach EFL effectively. The data for this investigation includes 89 student questionnaires and 30 teacher interviews based on their perceptions. The findings illustrated how students at lower levels tend to be more comfortable with teachers who use primarily the first language (L1) and have effective teaching qualities, while upper intermediate students tended to choose NESTs, because they needed proficiency skills such as language fluency and high levels of oral communication to be examples in class. The study goes onto demonstrate how many Ecuadorian NNESTs cannot speak, understand, communicate or pronounce English fluently at higher levels since many did not have teachers who possessed these qualities. This phenomenon creates the perception that a native speaker will have better fluency, pronunciation and overall better proficiency than an Ecuadorian NNEST. These results show it is necessary for these teachers to increase their English proficiency to be effective teachers in the future and change the perception that native speakers have higher levels of English in Ecuador.

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“…This problem is also touched upon in the works devoted to effective teaching (Sevy-Biloon, 2017;Al-Mahrooqi, Denman, Siyabi, & Al-Maamari, 2015;Coombe, 2014;Gan, 2012;Kourieros & Eviripidou;Walkinshaw, 2012;Almazova, Eremin, & Rubtsova, 2016;Almazova, Khalyapina, & Popova, 2017;Popova, Almazova, Khalyapina, & Tretjakova, 2017;Pogodin, & Li, 2017;Zakharova & Krasnoschokov, 2016). Researchers argue that effective teaching depends on the teaching style and classroom management (Marzano & Marzano, 2003;Knowles, 1980;Kazemi & Soleimani, 2016) and on the effectiveness of the teacher's communicative behavior (Chory, Horan, Carton, & Houser, 2014;Mazer, McKenna-Buchanan, Quinlan, & Titsworth, 2014;Titsworth, Quinlan, & Mazer, 2010).…”

Section: Introductionmentioning

confidence: 99%