Abstract
EFL teachers’ characteristics may change due to several factors including personality of teachers and the methods that they follow. This paper aimed to investigate the perceptions of young learners about the characteristics of effective English language teachers. In this respect, 100 students were delivered Turkish version of an inventory that developed by Yu-Hsin (1999). It consisted of three different parts regarding personal, professional, and pedagogical qualities. The results indicated that an effective teacher is expected to be friendly who has accurate pronunciation and in addition to having effective classroom management skills. Moreover, the participants indicated that they expect EFL teachers to be enthusiastic about technological developments and visual materials may help them feel relaxed during lectures. Since the overall results highlight the importance of both pedagogical and personal qualities on becoming an effective teacher, those who have an ambition of becoming an effective teacher should be aware of them.
References
- Arıkan, A., Taşer, D., & Saraç-Süzer, H. S. (2008). The effective English language teacher from the perspectives of Turkish preparatory school students. Education and Science, 33, 42-51.
- Brosh, H. (1996). Perceived characteristics of an effective language teacher. Foreign Language Annals, 29(2), 25-38.
- Cheung, H. Y. (2006). The measurement of teacher efficacy: Hong Kong primary in-service teachers. Journal of Education for Teaching, 32, 435–451.
- Clark, J. C., & Walsh, J. (2002). Elements of a model of effective teachers. AARE 2002 Conference papers. Retrieved April 24, 2015 from http://www.aare.edu.au/02pap/wal02220.htm
- Pettis, J. (1997). Developing our professional competence; Some reflections. TESL Canada Journal, 16(2), 67-71.
- Richards, J. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1-35.
- Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 131-143.
- Thompson, S. (2008). Defining a good teacher simply! Modern English Teacher, 17(1), 5-14.
- Yu-Hsin, T. (1999). Examining student perceptions of the ideal language instructor. Hwa Kang Journal of TEFL, 5, 1-26.
Abstract
References
- Arıkan, A., Taşer, D., & Saraç-Süzer, H. S. (2008). The effective English language teacher from the perspectives of Turkish preparatory school students. Education and Science, 33, 42-51.
- Brosh, H. (1996). Perceived characteristics of an effective language teacher. Foreign Language Annals, 29(2), 25-38.
- Cheung, H. Y. (2006). The measurement of teacher efficacy: Hong Kong primary in-service teachers. Journal of Education for Teaching, 32, 435–451.
- Clark, J. C., & Walsh, J. (2002). Elements of a model of effective teachers. AARE 2002 Conference papers. Retrieved April 24, 2015 from http://www.aare.edu.au/02pap/wal02220.htm
- Pettis, J. (1997). Developing our professional competence; Some reflections. TESL Canada Journal, 16(2), 67-71.
- Richards, J. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1-35.
- Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 131-143.
- Thompson, S. (2008). Defining a good teacher simply! Modern English Teacher, 17(1), 5-14.
- Yu-Hsin, T. (1999). Examining student perceptions of the ideal language instructor. Hwa Kang Journal of TEFL, 5, 1-26.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | April 28, 2015 |
| Submission Date | April 28, 2015 |
| Published in Issue | Year 2015 Volume: 1 Issue: 2 |
