Characteristics of Effective EFL Instructors

Salahshour, Neda; Hajizadeh, Negar

doi:10.1016/j.sbspro.2013.01.052

Cited by 16 publications

(25 citation statements)

References 3 publications

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“…The results of their study indicated that both low and high proficiency students rated "effective language teacher skills" in order of importance as follows: organization and communication skills, socio-affective skills, and organization and communication skills. In a recent paper, Salahshour and Hajizadeh [29] attempted to shed light on characteristics of effective EFL instructors through a 58-item questionnaire in Iran. They listed some of the most important features of an effective and successful EFL teacher as follows:  Having interest in his/her job  Having a sense of responsibility towards his/her job  Being enthusiastic and lively  Being self-confident  Being punctual  Encouraging students to use the target language at all times  Providing explicit grammar correction  Providing detailed explanation during reading and listening tasks  Emphasizing frequent oral quizzes  Emphasizing all skills, especially speaking  Having knowledge of subject matter  Having the ability to communicate ideas effectively  Having the ability to answer the students' questions  Having respect for students  Being kind and friendly  Encouraging participation  Creating motivation in students  Helping to increase the students' self-confidence during learning  Taking students' feedback about the class into consideration  Using the class time wisely  Maintaining class order (p. 172).…”

Section: Barnes and Lockmentioning

confidence: 99%

Effective Foreign Language Teaching: Perceptions of Prospective English Language Teachers

Demiröz¹,

Yeşilyurt²

2015

ujer

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Studies conducted so far have mainly focused on investigating the characteristics of effective foreign language teachers to understand the role of teacher effectiveness in the process of language learning, while there is scarcity of studies focusing on the perceptions of the characteristics of effective foreign language teaching of the students of Department of English Language Teaching (ELT) and Department of English Language and Literature (EL&L) who are the major candidates of English language teaching profession in Turkey. Thus, this study aims to examine the perceptions of prospective English teachers with regard to their department and demographic variables. Effective Teacher Questionnaire [10] was used to obtain data from ELT (n=212) and EL&L (n=192) students. The t test results indicated that there was a significant difference between ELT students' and EL&L students' perceptions of an effective foreign language teacher with regard to the mean scores in favor of the former. Also, the t test results indicated that there was a significant difference between daytime students and night-time students with regard to the mean scores. In the light of the findings, some practical recommendations are provided.

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Section: Barnes and Lockmentioning

confidence: 99%

Effective Foreign Language Teaching: Perceptions of Prospective English Language Teachers

Demiröz¹,

Yeşilyurt²

2015

ujer

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“…Kato (1998) found the same result, as native English speaking teachers in her study were seen to inspire students to contribute to the class efficiently. Salahshoura and Hajizadeh (2013) emphasise the importance of teachers in involving and stimulating students to participate in discussion, and see this as one of the desirable attributes of a competent EFL teacher. In general, most students in the study indicated a positive drive to study English with native English speaking teachers.…”

Section: Findings and Discussionmentioning

confidence: 99%

Perceiving Native English Speaking Teachers: EFL University Students’ Perspectives

Journal¹,

Phothongsunan²

2017

Preprint

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To allude to the ‘native speaker’ concept and investigate the native speaker effects, this research looks into the perceptions of 25 Thai EFL university students towards native English speaking teachers. How native English speaking teachers influence the participants’ learning behaviours and motivation to learn English are also perceptually reported. Two research instruments, the survey questionnaire and the semi-structured interview, are employed for this study. The findings indicate overall positive perceptions towards native English speaking teachers, pointing that their classes are mostly fun, interactive and motivating. The flexible and interactive teaching methods and styles used by native English speaking teachers are found to be most favoured, followed by their approachable personality traits and the students’ vast opportunity to practice oral and written English. Most participants, if given an option to choose a teacher, have a salient preference to study with native English speaking teachers in which case neither teachers’ age nor gender matters. There seems to be a strong relationship between studying with native English speaking teachers and the participants’ learning behaviours and motivation to learn English.

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“…Instead of involving themselves in the endless and futile arguments concerning the comparative effectiveness of native and non-native language teachers, some scholars have tried to put their assumptions to test by collecting empirical evidence. Various scholars have tried to find out the most salient characteristics of effective English language teachers either from students' perceptions (Salahshour & Hajizadeh, 2012;Chen, 2012;Arikan, Tasher, & Sarach-Suzer, 2008;Mollica & Nuessel, 1997;Feldman, 1976) or teachers' perceptions (Khojastemehr & Takrimi, 2009;Lang, McKee, & Conner, 1993;Witcher, Onwuegbuzie, & Minor, 2001).…”

Section: Empirical Findingsmentioning

confidence: 99%

“…Some studies have tried to explore learners' perspectives concerning effective teachers. In a recent study, Salahshour & Hajizadeh (2012) identified the main features of an effective EFL instructor based on language students' perspectives. Their quantitative research showed that effective teachers have an interest in their job, have a sense of responsibility towards their job, are enthusiastic and lively, are self-confident, and have knowledge of subject matter.…”

Section: Empirical Findingsmentioning

confidence: 99%

“…To sum up, empirical findings can be categorized in to three sub-categories of personal qualities, professional qualities, and pedagogical skill. Personal qualities include language teachers' being friendly (Arikan, Tasher, & Sarach-Suzer, 2008;Feldman, 1976), creative (Arikan, Tasher, & Sarach-Suzer, 2008), enthusiastic (Salahshour & Hajizadeh, 2012;Witcher, Onwuegbuzie, & Minor, 2001); responsible (Salahshour & Hajizadeh, 2012;Chen, 2012), young (Arikan, Tasher, & Sarach-Suzer, 2008). Professional qualities include being either native or non-native English speaker (Ulate, 2011), giving homework (Shishavan & Sadeghi, 2009); incorporating play games (Arikan, Tasher, & Sarach-Suzer, 2008), teaching formal and informal English (Arikan, Tasher, & Sarach-Suzer, 2008), using pair and group work (Chen, 2012;Arikan, Tasher, & Sarach-Suzer, 2008).…”

Section: Empirical Findingsmentioning

confidence: 99%

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Foreign Language Teacher Recruitment: Theoretical Perspectives and Empirical Findings

Ostovar-Namaghi¹,

Hosseini²

2015

SUET

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In some contexts such as private language schools of Iran language teachers are recruited mainly on the basis of their speaking fluency and in other EFL contexts they are recruited simply because they are native speakers. Moreover, previous studies mainly focus on comparing the effectiveness of native and non-native language teachers by exploring learners' and teachers' perceptions of native and non-native language teachers. Since recruitment criteria are theoretically unjustified and the results of previous studies are subjective and inconclusive, this study aims at making a case in the opposite direction. That is, the researchers argue that there should be: (1) a shift away from recruiting language teachers on the basis of their speaking fluency and native language background towards hiring language teachers on the basis of their professional performance in the language classroom; (2) a shift away from exploring learners' and teachers' perceptions of native and non-native teachers towards studying the effect of teachers' native language on learners' proficiency, accuracy, fluency, and achievement. To pave the way for these shifts, this study first reviews the theoretical perspectives and empirical findings concerning effective language teachers and then draws conclusions and implications which help interested stakeholders, i.e., supervisors, make informed decisions when they recruit language teachers.

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Characteristics of Effective EFL Instructors

Cited by 16 publications

References 3 publications

Effective Foreign Language Teaching: Perceptions of Prospective English Language Teachers

Effective Foreign Language Teaching: Perceptions of Prospective English Language Teachers

Perceiving Native English Speaking Teachers: EFL University Students’ Perspectives

Foreign Language Teacher Recruitment: Theoretical Perspectives and Empirical Findings

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