Student Perceptions of Effective Foreign Language Teachers: A Quantitative Investigation from a Korean University

Barnes, Bruce D.; Lock, Graeme

doi:10.14221/ajte.2013v38n2.2

Cited by 35 publications

(64 citation statements)

References 27 publications

(56 reference statements)

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“…This finding is based on the fact that most of the students found teaching English to be more difficult than teaching any other subject, due to the requirement of high proficiency in the target language, providing that both teachers and learners are working in a non-native language environment. The finding seems to be in line with previous studies on the same issue as pointed by Barnes (2013) who looked into the perceptions of Korean university students of effective foreign language teachers, whereby the results indicated 'Knowledge of English' to be the second most important attribute after "Delivery".…”

Section: Language Proficiencysupporting

confidence: 91%

“…A good example is Brosh (1996), who investigated the characteristics of effective FL teachers among 200 FL teachers of English, French, Arabic and Hebrew and 406 9 th grade high school students to find that both teachers and students believed that subject matter knowledge was important followed by the ability to transmit knowledge in a simple way. Barnes (2013) has also shownthat "delivery" is the most important attribute followed by "knowledge of English" then "rapport", "organization", "preparation" and "fairness" (see also Barnes, 2010).…”

Section: Educational Awarenessmentioning

confidence: 99%

“…Like Barnes (2013) and Lee (2010), Arikan (2008) explored the qualities of an effective English language teacher from 100 Turkish students and found that effective teachers' qualities fall into three categories.The first category is "personal qualities"and it includes "being friendly","caring", "fair" and "humorous". The next category is "professional qualities"and it includes "being fluent in English", and "using games".…”

Section: Characteristics Of Efl Teachers From the Students' Perspectivementioning

confidence: 99%

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The Perspectives of Students in the College of Basic Education on the Characteristics of Effective English Language Teachers

Taqi¹,

Al-Nouh²,

Akbar³

2014

ELT

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This paper presents a research study designed to investigate the characteristics of effective teachers of English and the uniqueness of Teachers of English as a Foreign Language (EFL). The research is based on four general categories: English language proficiency, educational perception, organization and communication skills, social and emotional skills. These general categories will be viewed in the light of students' perception, the students of English Language at the Faculty of Basic Education in the State Kuwait. The sample was chosen randomly from students of the English Department to measure independent variables Academy in correlation with academic variables. For example, English language courses taken, years of schooling, and levels of English proficiency. The researchers based their research on data collected through a questionnaire based on Lickert's five-point rating distributed to 150 students. It is expected that the results reveal students' belief in the importance of the categories listed above with emphasis on the uniqueness of EFL teachers in comparison with teachers of other disciplines. This study contributes to the understanding of what students expect from EFL teachers; in addition, it will enable the understating of what students believe is required from them as teachers of English in the future. It is expected that this study will contribute to the field of EFL in the College of Basic Education and the Department of Education in Kuwait University, as it would reflect what the English Departments in these colleges need in order to increase students' awareness of the importance and role of EFL teachers.

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Section: Language Proficiencysupporting

confidence: 91%

Section: Educational Awarenessmentioning

confidence: 99%

Section: Characteristics Of Efl Teachers From the Students' Perspectivementioning

confidence: 99%

See 1 more Smart Citation

The Perspectives of Students in the College of Basic Education on the Characteristics of Effective English Language Teachers

Taqi¹,

Al-Nouh²,

Akbar³

2014

ELT

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“…But again, the studies we found focus mainly on the perceptions of students and not of the teachers in the context of L2 teaching and assessment (Barnes & Lock, 2013) and on the FLs teachers context (Horwitz, 2012), mainly English as FL. The first study indicates that students value the psychological attributes of their language teachers, such as empathy and patience, but also pedagogical aspects, such as clarity of the explanation and variety of questioning (Barnes & Lock, 2013). In the other studies mentioned earlier (Horwitz, 2012), FLs teachers stand out for teaching experience and not specifically for their experience with non-native students.…”

mentioning

confidence: 95%

The Big Four Skills: Teachers’ Assumptions on Measurement of Non-Native Students Cognition

Figueiredo¹,

Martins²,

Silva³

et al. 2016

The European Proceedings of Social and Behavioural Sciences

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The four-skills on tests for young native speakers commonly do not generate correlation incongruency concerning the cognitive strategies frequently reported. Considering the non-native speakers there are parse evidence to determine which tasks are important to assess properly the cognitive and academic language proficiency (Cummins, 1980;. Research questions: It is of high probability that young students with origin in immigration significantly differ on their communication strategies and skills in a second language processing context (1); attached to this first assumption, it is supposed that teachers significantly differ depending on their scientific area and previous training (2). Purpose: This study intends to examine whether school teachers (K-12) as having different origin in scientific domain of teaching and training perceive differently an adapted four-skills scale, in European Portuguese. Research methods: 77 teachers of five areas scientific areas, mean of teaching year service = 32 (SD= 2,7), 57 males and 46 females (from basic and high school levels). Main findings: ANOVA (Effect size and Post-hoc Tukey tests) and linear regression analysis (stepwise method) revealed statistically significant differences among teachers of different areas, mainly between language teachers and science teachers. Language teachers perceive more accurately tasks in a multiple manner to the broad skills that require to be measured in non-native students. Conclusion: If teachers perceive differently the importance of the big-four tasks, there would be incongruence on skills measurement that teachers select for immigrant puppils. Non-balanced tasks and the teachers' perceptions on evaluation and toward competence of students would likely determine limitations for academic and cognitive development of non-native students. Furthermore, results showed sufficient evidence to conclude that tasks are perceived differently by teachers toward importance of specific skills subareas. Reading skills are best considered compared to oral comphreension skills in non-native students.

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“…At the same time, with the influence of Korean culture, social concern for South Korea and Korean gradually increase, many students are learning Korean professional, or will it as a second language study, Korean and Chinese have similar social and cultural background, but its shape and application pattern and the Chinese difference teaching method applied in foreign language teaching in Korean can effectively enhance the comprehensive learning and application level of students, and promote the realization of teaching goal [1].…”

Section: Introductionmentioning

confidence: 99%

The application of foreign language teaching method in Korean Education

2017

2017 International Conference on Frontiers in Educational Technologies and Management Sciences (FETMS 2017)

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Abstract. Foreign language teaching method is a effective method for foreign language learning, through the comprehensive application of the teaching method of theory and the elements of language learning and flexible application system, realize students' foreign language learning with the combination of theory and practice of learning mode, promote students to grasp a foreign language. Many students of foreign language major is Korean learning, through exploring application of foreign language teaching in Korean language education, Korean language learning theory, analysis of Korean teaching effective teaching, pay attention to Korean vocabulary teaching and grammar teaching, for speaking and writing of Korean language education and improve students' comprehensive practical ability in Korean such as Korean education, to promote the comprehensive promotion of Korean teaching level.

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Student Perceptions of Effective Foreign Language Teachers: A Quantitative Investigation from a Korean University

Cited by 35 publications

References 27 publications

The Perspectives of Students in the College of Basic Education on the Characteristics of Effective English Language Teachers

The Perspectives of Students in the College of Basic Education on the Characteristics of Effective English Language Teachers

The Big Four Skills: Teachers’ Assumptions on Measurement of Non-Native Students Cognition

The application of foreign language teaching method in Korean Education

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