Effective Foreign Language Teaching: Perceptions of Prospective English Language Teachers

Demiröz, Hakan; Yeşilyurt, Savaş

doi:10.13189/ujer.2015.031112

Cited by 19 publications

(22 citation statements)

References 19 publications

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“…Numerous studies examining the characteristics of good and effective EFL teacher from the standpoint of a learner have been conducted to date (e.g., Barnes, 2013;Çakmak and Gündüz, 2018;Delaney, Johnson, Johnson, & Treslan, 2010;Demiroz & Yesilyurt, 2015;Febriyanti, 2018;Ghasemi & Hashemi, 2011;Javid, 2014;Kourieos & Evripidou, 2013;Lee, 2010;Mutlu & Özkan, 2017;Sabbah, 2018;Sandholtz, 2011;Zadeh, 2016).…”

Section: Background Literaturementioning

confidence: 99%

“…For instance, the study by Demiroz and Yesilyurt (2015) aimed at examining how prospective English teachers at two English language departments in Turkey (Department of English Language Teaching and Department of English Language and Literature) perceive effective foreign language teachers. The findings indicated that statistically significant differences exist between the two groups in favor of the English language teaching department.…”

Section: Background Literaturementioning

confidence: 99%

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Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

Metruk

2020

JLE

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A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likert-type questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.

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Section: Background Literaturementioning

confidence: 99%

Section: Background Literaturementioning

confidence: 99%

Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

Metruk

2020

JLE

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“…A large body of research has been published which has contrasted views of students with teachers (e.g., Brosh 1996;Brown, 2009), native and non-native teachers (e.g., Borean & Incecay, 2018) and pre-service and in-service teachers (e.g., Borean & Incecay, 2018). Recent studies have also reflected on different countries and learning/teaching contexts and reported data from Turkish (Çelik, Arikan, & Caner, 2013;Demiroz, H., & Yesilyurt, 2015;Göksel & Rakicioglu-Söylemez, 2018)…”

Section: Characteristics Of the Effective Language Teachermentioning

confidence: 99%

English teacher trainees’ changing views concerning the effective language teacher

Doró

Balla

2019

EduLingua

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This paper reports on the reflections of a group of fourth year EFL teacher trainees on the changes they and their peers have experienced concerning their views on what constitutes an effective language teacher. The data collection from semi-structured interviews supports previous findings according to which teachers’ beliefs are continuously formed throughout their years of teacher training. Results suggest a mixture of influencing factors, including earlier school experiences, content delivered in methodology classes, their own student experiences at the university, their school visits and classroom observations and their early teaching experiences. These first-hand experiences shape both their student selves and emerging teacher selves. Trainees seem to be critical towards the negative models they see, but they also start viewing the positive examples as possible models to follow.

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“…Various studies on the attributes of an effective English language teacher have been conducted in numerous contexts including in Turkey (Wong 2000;Borg 2006;Cheung 2006;Malikow 2006;Park & Lee 2006;Arıkan, Taser & Saraç-Süzer 2008;Arıkan 2010;Çubukçu 2010;Wichadee 2010;Ghasemi & Hashemi 2011;Kourieos & Evripidou 2013;Demiröz & Yeşilyurt 2015;Baytur & Razı 2015). The results of these and similar studies have shown that perceptions of effectiveness display both similarities and differences in particular contexts.…”

Section: The Significance Of the Studymentioning

confidence: 99%

“…The study by Çelik, Arıkan, and Caner (2013) with 998 Turkish undergraduates concluded that being fair and just, showing enthusiasm, friendliness, being loving, creativity, being experienced, and being humorous were reported as the qualities of an effective language teacher. Demiröz and Yeşilyurt (2015) in their study of prospective English language teachers revealed that an effective language teacher should teach communicatively and indirectly correct students' mistakes.…”

Section: Studies On Learners' Perceptions Of Effective Language Teachmentioning

confidence: 99%

Pre-Service English Language Teachers Views of The Effective Teacher and Teaching

Mutlu¹,

Özkan²

2017

MJH

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Researchers in the field of foreign language teaching and learning have for a long time conducted studies of learners' perceptions regarding their perspectives, beliefs, thoughts, and values about language learning, the language teacher and language learners. The present study focused on Turkish preservice English language teachers' views regarding the characteristics required for an effective language teacher. The participants in the study were a total of 220 freshman students, aged between 18-20 years old, enrolled in an English teaching program. Data for this study was collected through student paragraphs and interviews and were analyzed by means of thematic analysis. The results suggest that language learners are mostly affected by both cultural and personal factors.Öz:Yabancı dil eğitim ve öğretimi alanında yapılan basilica çalışmalar öğrencilerin dil öğrenimi hakkındaki inançları, tutumları ve düşüncelerini içermektedir. Bu çalışmanın amacı İngilizceyi yabancı dil olarak öğrenen Türk üniversite öğrencilerinin etkili dil öğretmeninin özellikleri hakkındaki görüşlerini ortaya çıkarmaktır. Çalışmanın verilerini öğrencilerin yazdığı paragraph düzeyindeki metinler ve birebir görüşmeler oluşturmaktadır. Veri analizi tema çözümlemesi tekniğiileyapılmıştır. Bu çalışmanın katılımcıları yaşları 18 ve 20 arasında değişen 220 birinci sınıf İngilizce öğretmenliği lisans öğrencisidir. Bulgular dil öğrencilerinin etkili öğretmen kavramına ait düşüncelerinin kültürel ve kişisel faktörlere dayandığı yönündedir.

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Effective Foreign Language Teaching: Perceptions of Prospective English Language Teachers

Cited by 19 publications

References 19 publications

Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

Qualities of a Good and Effective Teacher: Slovak EFL Pre-Service and In-Service Teachers’ Perspectives

English teacher trainees’ changing views concerning the effective language teacher

Pre-Service English Language Teachers Views of The Effective Teacher and Teaching

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