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

Mutlu, Aynur Kesen; Özkan, Yonca

doi:10.13114/mjh.2017.332

Cited by 3 publications

(3 citation statements)

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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%

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%

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

Metruk

2020

JLE

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“…Apart from differences in perceptions of effectiveness, there are similarities in understanding of effectiveness, namely being successfully producing a desired or planned outcome (Oxford Advance Learner's Dictionary, 2009). Furthermore, effective learners are very closely related to successful learners who set and complete their goals (Mutlu & Ozkan, 2017). Defining effective teacher may be totally or partially true from various perspectives (e.g.…”

Section: Effective English Teachermentioning

confidence: 99%

English Teachers’ Effectiveness and Students’ English Proficiency at Selected Colleges in Dili, East Timor: Input for Enhancement Programs

Lumbanraja¹,

Reynoso²

2019

ELT

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This research is designed to determine the relationship between English teachers’ effectiveness and students’ English proficiency at Selected Colleges in Dili, East Timor, as input for enhancement programs. The English teachers’ effectiveness consist of three aspects namely (1) English Proficiency, (2) Pedagogical Knowledge, and (3) Socio-Affective Skills. Meanwhile, the students’ English proficiency was measured in terms of the following aspects: (1) Listening, (2) Writing, (3) Reading, and (4) Speaking. The collected data is analyzed by using the Statistical Package for Social Sciences whereby charts, figures and tables were used to present the findings. The overall mean for English Teachers’ Effectiveness is 3.64, interpreted as effective. This implies that English Teachers at Selected Colleges demonstrate the effectiveness required of them, but it is in Socio-Affective Skills that they are performing best. The overall mean for Student Respondents’ Level of English Proficiency is 3.85, interpreted as good. Observing closely, the mean score of speaking which is 3.51 is close to “Average” (down) because in the Range of Mean Values of 2.51 - 3.50 is Average. The results of the Pearson Correlation showed that all independent variables on English teachers’ effectiveness are correlated with the dependent variable on students’ English proficiency. The correlation coefficient values are between of ± 0.50 to ± 0.74, which means “High or Strong Relationship”. Based on a reasonable output of this study, the researcher proposed training programs to enhance the English teachers’ effectiveness and students’ English proficiency in Selected Colleges in Dili, East Timor.

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“…In this concept, the characteristics of an English teacher are very important to understand and understand problems and difficulties that can hinder students from a long learning process. The factors influencing English teaching effectiveness consist of three aspects, namely: English proficiency, pedagogical knowledge, and socio-affective skills (Mutlu & Ozkan, 2017) 8.…”

mentioning

confidence: 99%

Teachers’ Perceptions Regarding English Language Proficiency and Teaching Effectiveness

Aisyah

2022

EEAL

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Most English teachers teach students that the discussions to be taught are not so detailed that most students do not fully understand what the teacher is teaching. There are also teachers who give only assignments at the beginning of the lesson without explained the material that will be taught beforehand. So many students are overwhelmed and don't understand learning. In this situation, the study finds out how teachers feel about English language proficiency and their teaching effectiveness in English lessons. The study used a qualitative approach with semi-structured interview. The study was conducted at one of the Junior High School in Garut, West Java. It collected data from a Junior High School teacher. Furthermore, the study found that the relationship between English language proficiency and teaching effectiveness is that if a teacher had mastered English correctly and if a teacher had applied the right way of learning, especially in English study will be certainly improve student skills. The teacher will be very easy to present to the children and will make effective teaching in the classroom

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

Cited by 3 publications

References 25 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 Teachers’ Effectiveness and Students’ English Proficiency at Selected Colleges in Dili, East Timor: Input for Enhancement Programs

Teachers’ Perceptions Regarding English Language Proficiency and Teaching Effectiveness

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