Student Observations of Outstanding Teaching: Implications for Marketing Educators

Faranda, William T.; Clarke, Irvine

doi:10.1177/0273475304268782

Cited by 156 publications

(174 citation statements)

References 20 publications

(36 reference statements)

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“…As the results of normality tests proved that the data were normal, an independent t-test was employed. The data were estimated by dividing them into each category employed by Faranda and Clarke (2004): Rapport, Delivery, Fairness, Knowledge and Credibility, and Organisation and Preparation. The quantitative data were analyzed by using SPSS 16.…”

Section: Discussionmentioning

confidence: 99%

“…The Effective English Lecturers questionnaire was developed by Faranda & Clarke (2004) and modified by Barnes (2008) to measure the characteristics of effective English lecturers. The Effective English Lecturers questionnaire consists of 42 items using a 7-point Likert scale ranging from 1 (strongly agree) to 7 (strongly disagree).…”

Section: Data Collection Toolmentioning

confidence: 99%

“…The attributes of effective EFL teachers were adapted by Faranda and Clarke (2004). They organized the attributes into five categories: rapport, delivery, fairness, knowledge and credibility, and organization and preparation.…”

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confidence: 99%

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A Study on the Attributes of Effective English Lecturers as Perceived by EFL Learners: The Case of Indonesia

Mudra¹

2018

JLE

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This study aims to uncover the attributes of effective English lecturers and any significant differences between male and female EFL learners in determining the attributes of effective EFL lecturers. The study utilized a descriptive study design by asking 52 EFL learners to be respondents by filling in a questionnaire. The results depicted that the attributes associated with the 'rapport' category were friendliness, relationship, experiences, positive attitudes, and sense of humour. An independent t-test also showed there was no significant difference between male and female EFL learners in determining these attributes. The attributes of the 'delivery' category included enthusiasm, clarity, correction, and encouragement. The attributes of the 'fairness' category included treatment and standard. The attributes of the 'knowledge and credibility' category included proficiency and knowledge. The attributes of the 'organization and preparation' category included preparation, course contents, objectives, and materials. As for the implications, the attributes enable EFL lecturers to figure out various strategies for teaching English. Moreover, it is advantageous for EFL learners in that they can adjust their learning styles with the attributes.Keywords: attributes of effective EFL lecturers, English as a Foreign Language (EFL) learners, EFL lecturer style and competence English as a Foreign Language (EFL) learning in Indonesia has become a more popular activity for learners. Due to the importance of communicating in a global context, EFL learners strive for better and deeper English knowledge and skills. To achieve such goals, EFL teachers play a prominent role in ensuring that learners become skilled users of English both formally and informally. Many EFL teachers are able to act as better models for their learners. Moreover, those EFL teachers are highly competent in teaching English to the EFL learners.EFL learners who are motivated to become skilled English users have to be aware of which teachers are competent in teaching English and which teachers are not competent. In the Indonesian context, EFL teachers are expected to be competent in teaching English. According to A.S. Canagarajah, teachers whose language is not English and who tend to teach English properly do not have to be like a native speaker (1999).A. Yilmaz (2011) investigated students' perceptions toward effective teachers in a Turkish university, revealed that the characteristics of effective teachers include those who are affectionate, warm, generous, earnest, hospitable, inspiring, enthusiastic, and active. Another study, Chen and Lin (2009), summed up the 'effectiveness' of teachers being mainly related to their personality and their relationship with learners, as opposed to their instructional competence. Moreover, they revealed that effective teachers should be energetic, affectionate, objective, deferential, and kind.Koc (2012) explored the characteristics of good language teachers as perceived by students. The study revealed that affective char...

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Section: Discussionmentioning

confidence: 99%

Section: Data Collection Toolmentioning

confidence: 99%

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A Study on the Attributes of Effective English Lecturers as Perceived by EFL Learners: The Case of Indonesia

Mudra¹

2018

JLE

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“…These predictive and imaginative skills have paramount pedagogical value: through them, teachers find it easier to gain rapport with their students and to engage them in listening and paying attention by having them predict what will occur next, or what will happen at the end, or by having them decide which characters to choose or when they should disappear from the story (Ellis & Brewster, 1991). The importance of rapport lies in the fact that it is the interpersonal ability that allows to establish strong relationships based on trust (Faranda & Clarke, 2004).…”

Section: Storytelling As a Pedagogical And Professional Growth Triggementioning

confidence: 99%

¿¡El profesor tiene una historia!?

Cáceres

Pérez-Gómez

2017

Revista Folios

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This descriptive study explores the insights of a group of language practitioners from a public university in Bogota, Colombia about a proposal focused on their experience reading aloud while applying storytelling techniques. In this exploratory study, the data collection instruments included video-recordings of the practitioners' classes, reflective logs, field notes, and surveys. The results of this study suggest that exposing pre-service teachers to methodologies that include training in non-traditional teaching practices, such as reading aloud, combined with storytelling techniques, can have positive effects on their perspective towards their professional and personal growth as efl teachers. In addition, those effects might be influenced by factors such as how effective storytelling should be fostered, and storytelling and its pedagogical implications, and factors that inhibit storytelling. Keywordsstorytelling; pre-service teaching; reading aloud ResumenEste estudio explora la experiencia de un grupo de practicantes de una universidad en Bogotá, Colombia, sobre una propuesta enfocada en la lectura animada a través de técnicas de cuentería. En este estudio exploratorio, los instrumentos de recolección de información fueron videos de las clases de los practicantes, bitácoras, las cuales se escribieron en dos fases del proceso, diarios de campo y encuestas. Los resultados del estudio sugieren que presentando metodologías que incluyan entrenamiento en prácticas no tradicionales, como la lectura animada con técnicas de cuentería, puede tener efectos positivos en cuanto al crecimiento personal y profesional de profesores en formación. Factores tales como estrategias para llevar a cabo la lectura animada de un cuento, implicaciones pedagógicas y factores que inhiben el desarrollo de la lectura animada haciendo uso de las técnicas de cuentería son temas que surgieron del análisis de la información recogida. Palabras clavecuentería; docentes en formación; educación básica ResumoEste estudo explora a experiência de um grupo de estagiários de uma universidade em Bogotá, Colômbia, sobre uma proposta focalizada na leitura animada através de técnicas de narrativa oral. Neste estudo exploratório, os instrumentos de recolecção de informação foram vídeos das aulas dos estagiários, diários de bordo e enquetes. Os resultados do estudo sugerem que utilizar metodologias que incluam treinamento em práticas não tradicionais, como a leitura animada com técnicas de narrativa oral, pode gerar efeitos positivos sobre o crescimento pessoal e profissional de professores em formação. Fatores tais como estratégias para levar a cabo a leitura animada de um conto, implicações pedagógicas e fatores que inibem o desenvolvimento da leitura animada utilizando as técnicas de narrativa oral são temas que surgiram da análise da informação coletada.Palavras chave narrativa oral; professores em formação; educação básica Artículo recibido el 21 de agosto del 2016 y aprobado el 21 de diciembre del 2016 1 This article is the result of the rese...

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“…findings show that the service provider's lack of empathy can cause negative emotions in the customer, thus reducing satisfaction with service recovery. In the context of marketing education, Faranda and Clarke (2004) and Granitz, Koernig and Harich (2009) conclude that empathy is one of the factors that establishes rapport between the professor and students. In the HVM, empathy leads to the most important consequence "Problem Solution", as does "Explanation", but in this case the path is mediated by another key consequence, "Complaint Handling", which was mentioned by over half of the participants.…”

Section: Service Recovery Expectations Of British Students (Ladderingmentioning

confidence: 99%

Service recovery in higher education: Does national culture play a role?

Gruber

Chowdhury

Reppel

2011

Journal of Marketing Management

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Biography Thorsten Gruber is a Senior Lecturer in Marketing andAbstract: It is now well recognised that an effective service recovery system plays a crucial role in service organisations. However, the importance of such systems has not yet been acknowledged by the higher education industry. Given the need for more research on service recovery expectations of students, this exploratory study attempts to shed light on what students believe to be the desirable attributes of professors during recovery encounters. To investigate how national culture influences student expectations during such encounters, 40 students from the United Kingdom and Bangladesh were interviewed and 210 questionnaires were completed by students. Using the semi-standardised laddering interviewing technique in combination with Kano questionnaires, the study provides an indepth insight into the qualities and behaviours that students expect professors to portray during service recovery encounters. The research reveals that the key attributes desired by both groups of students include being approachable, listening actively, showing empathy and providing an explanation. Among a wide range of benefits, students link these attributes to enhanced teacher-student relationship, better academic performance and at a more abstract level, to desired end-states such as harmony and wellbeing.

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Student Observations of Outstanding Teaching: Implications for Marketing Educators

Cited by 156 publications

References 20 publications

A Study on the Attributes of Effective English Lecturers as Perceived by EFL Learners: The Case of Indonesia

A Study on the Attributes of Effective English Lecturers as Perceived by EFL Learners: The Case of Indonesia

¿¡El profesor tiene una historia!?

Service recovery in higher education: Does national culture play a role?

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