Research Article
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Libya Öğrencilerinin Öğretmenlerin Etkili EFL Öğretmenlerinin Niteliklerine İlişkin Algıları

Year 2019, Volume: 25 Issue: 97, 407 - 423, 20.09.2019
https://doi.org/10.22559/folklor.952

Abstract

Bu araştırmada etkili dil öğretmenlerinin başarılı dil öğretimi ve öğrenme uygulamaları üzerindeki önemli
etkisi üzerinedir. Bu çalışma, Lübnan üniversitelerinde aday öğretmen öğrencilerinin etkili dil öğretim
algılarına dayanan niteliklerini ele almaktadır. Araştırmada hem nitel hem de nicel veri toplama araçlarını içeren çok yöntemli bir yaklaşım kullanılmıştır. Sonuçlara göre, Libyalı aday öğretmen öğrencilerinin şu
maddelere önem verdikleri anlaşılmıştı: 1) gramer ve kelime bilgisi da dahil olmak üzere bilgi ve güvenilirliğe
büyük önem verdiğini; 2) temel olarak öğrenci katılımını teşvik ederek ve öğrencinin özgüvenini artırarak
eğitilmesi; 3) öğretmenin tarafsızlığı ile büyük ölçüde karakterize edilen dürüstlük; 4) öğrencilerin özellikle
dikkat konusunda uyumlu olmarını; ve 5) her ders için önceden hazırlık yapılması ve öğretmenlerin ek
materyal hazırlaması. Bulguların, öğretmen adaylarının ve dil öğretmenlerinin öğretmenlik uygulamalarını
geliştirmeleri için önemli etkileri olduğu tespit edilmiştir.

References

  • Barnes, D. B., & Lock.G. (2010). The attributes of effective lecturers of English as a foreign language asperceived by students in a Korean university. Australian Journal of Teacher Education, 35(1), 139-152.
  • Barnes, B. D., & Lock, G. (2013). Student perceptions of effective foreign language teachers: A quantitative investigation from a Korean university. Australian Journal of teacher Education, 38(2), 19-36.
  • Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31.
  • Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal,93(1), 46-60.
  • Chen, R. (2005). Chinese tertiary students’ perceptions of a good EFL teacher. Sino-US English Teaching, 2(4), (Serial No. 16).
  • Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational researcher, 13-25.
  • Desai, S., Damewood, E., & Jones, R. (2001). Be a good teacher and be seen as a goodteacher. Journal of Marketing Education, 23(2), 136-144.
  • Faranda, W.T., & Clarke I. (2004). Student observations of outstanding teaching: Implications for marketing educators. Journal of marketing education, 26(3), 271-281.
  • Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 283-294.
  • Kember, D., & Wong, A. (2000). Implications for evaluation from a study of students’ perceptions of good and poor teaching. Higher Education, 40, 69-97.
  • Koutsoulis, M. (2003). The characteristics of the effective teacher in Cyprus public high school: The students' perspective. Arlington, VA: American Association of School Administrators.
  • Kourieos, S., & Evripidou, D. (2013). Students’ perceptions of effective EFL teachers in university settings in Cyprus. English Language Teaching, 6 (11), 1-16.
  • Lightbown, P. M., & Spada, N. (2008). How Languages are Learnt (3rd ed.). Oxford: Oxford University Press.
  • Omar, Y., Z. (2014). Perceptions of selected Libyan teachers of English as a foreign language regarding teaching of English in Libya (PhD dissertation:University of Missouri, Columbia).
  • Park, G.P.,& Lee, H.W. (2006). The characteristics of effective English teachers asperceived by high school teachers and students in Korea. Asia Pacific Education Review, 7(2), 236-248.
  • Politzer, R. L., & Weiss, L.(1971). The Successful Foreign Language Teacher. Philadelphia, PA:The Center for Curriculum Development.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, &E. Guyton (Eds.), Handbook of research on teacher education (pp. 102–119). New York: Macmillan LibraryReference.
  • Salahshour, N., & Hajizadeh, N. (2013). Characteristics of effective EFL instructors. ProcediaSocial and Behavioral Sciences, 70, 163-173. White, W. F. (1989). Toward a psychology of pedagogy. Education,109 (4), 455-461.

Libyan Student Teachers’ Perceptions on the Attributes of the Effective EFL Teachers

Year 2019, Volume: 25 Issue: 97, 407 - 423, 20.09.2019
https://doi.org/10.22559/folklor.952

Abstract

Given the undeniable influence of effective language teachers on successful language teaching and learning
practices, this study was set out to address the attributes of effective language teachers based on Libyan
university level student teachers’ perception. A multi-method approach including both qualitative and
quantitative means of data collection was employed in the study. Results indicated that Libyan student
teachers placed high importance on 1) Knowledge and credibility including possessing the knowledge of
grammar and vocabulary; 2) Delivery principally by encouraging student participation and increasing
students’ self-confidence; 3) Fairness as mainly characterized by teacher impartiality; 4) Rapport specifically
through features that involved care and attention students; and 5) Organization and Preparation as manifested
by prior preparation for every lesson and provision of supplemental material by teachers. The findings have
important implications for student teachers and language teachers to improve the efficiency of their teaching
practices. 

References

  • Barnes, D. B., & Lock.G. (2010). The attributes of effective lecturers of English as a foreign language asperceived by students in a Korean university. Australian Journal of Teacher Education, 35(1), 139-152.
  • Barnes, B. D., & Lock, G. (2013). Student perceptions of effective foreign language teachers: A quantitative investigation from a Korean university. Australian Journal of teacher Education, 38(2), 19-36.
  • Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31.
  • Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal,93(1), 46-60.
  • Chen, R. (2005). Chinese tertiary students’ perceptions of a good EFL teacher. Sino-US English Teaching, 2(4), (Serial No. 16).
  • Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational researcher, 13-25.
  • Desai, S., Damewood, E., & Jones, R. (2001). Be a good teacher and be seen as a goodteacher. Journal of Marketing Education, 23(2), 136-144.
  • Faranda, W.T., & Clarke I. (2004). Student observations of outstanding teaching: Implications for marketing educators. Journal of marketing education, 26(3), 271-281.
  • Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 283-294.
  • Kember, D., & Wong, A. (2000). Implications for evaluation from a study of students’ perceptions of good and poor teaching. Higher Education, 40, 69-97.
  • Koutsoulis, M. (2003). The characteristics of the effective teacher in Cyprus public high school: The students' perspective. Arlington, VA: American Association of School Administrators.
  • Kourieos, S., & Evripidou, D. (2013). Students’ perceptions of effective EFL teachers in university settings in Cyprus. English Language Teaching, 6 (11), 1-16.
  • Lightbown, P. M., & Spada, N. (2008). How Languages are Learnt (3rd ed.). Oxford: Oxford University Press.
  • Omar, Y., Z. (2014). Perceptions of selected Libyan teachers of English as a foreign language regarding teaching of English in Libya (PhD dissertation:University of Missouri, Columbia).
  • Park, G.P.,& Lee, H.W. (2006). The characteristics of effective English teachers asperceived by high school teachers and students in Korea. Asia Pacific Education Review, 7(2), 236-248.
  • Politzer, R. L., & Weiss, L.(1971). The Successful Foreign Language Teacher. Philadelphia, PA:The Center for Curriculum Development.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, &E. Guyton (Eds.), Handbook of research on teacher education (pp. 102–119). New York: Macmillan LibraryReference.
  • Salahshour, N., & Hajizadeh, N. (2013). Characteristics of effective EFL instructors. ProcediaSocial and Behavioral Sciences, 70, 163-173. White, W. F. (1989). Toward a psychology of pedagogy. Education,109 (4), 455-461.
There are 18 citations in total.

Details

Primary Language English
Subjects Turkish Folklore
Journal Section Articles
Authors

Najma Salem This is me

Publication Date September 20, 2019
Published in Issue Year 2019 Volume: 25 Issue: 97

Cite

APA Salem, N. (2019). Libyan Student Teachers’ Perceptions on the Attributes of the Effective EFL Teachers. Folklor/Edebiyat, 25(97), 407-423. https://doi.org/10.22559/folklor.952

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Field EdItors

Folklore:
Prof.Dr. Hande Birkalan-Gedik
(Frankfurt University- birkalan-gedik@em.uni.frankfurt.de)
Prof. Dr. Arzu Öztürkmen
(Bosphorus University- ozturkme@boun.edu.tr)
Edebiyat-Literature
Prof. Dr. G. Gonca Gökalp Alpaslan (Hacettepe University - ggonca@
hacettepe.edu.tr)
Prof. Dr. Ramazan Korkmaz
(President, Caucasus University Association- r_korkmaz@hotmail.com)
Antropoloji-Anthropology
Prof. Dr. Akile Gürsoy
(Beykent University - gursoyakile@gmail.com)
Prof.Dr. Serpil Aygün Cengiz
(Ankara University - serpilayguncengiz@gmail.com)
Dil-Dilbilim/Linguistics
Prof.Dr. Aysu Erden
(Maltepe University - aysuerden777@gmail.com)
Prof. Dr. V. Doğan Günay
(Dokuz Eylul University- dogan.gunay@deu.edu.tr)