A Survey of Qualities of a Good Teacher: The Case of Arab EFL Teachers and Learners’ Viewpoints
محورهای موضوعی : Research in English Language PedagogyNooralhuda Salman Qasim Al-Dunainawi 1 , Sousan Sattar Boroujeni 2 , Sara Mansouri 3
1 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Department of English, Najafabad Branch, Islamic Azad University, Najafabad, Iran
3 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran.
کلید واژه: Education, EFL teachers, EFL learners, Teacher Education, Teacher qualities,
چکیده مقاله :
This study was intended to scrutinize the EFL teachers’ qualities that students appreciate and those that the EFL teachers highlighted. This questionnaire-based survey study was both qualitative and quantitative and employed a correlational method to answer the addressed questions. The participants were selected among EFL teachers and students whose native language was Arabic with different ages, academic statuses, and periods of English teaching/learning experience. The findings showed that characteristics related to the Classical Aspect were the most important for the students. For teachers, the Social-Cultural and Technology Aspects were equally important, but the teacher characteristics related to the Classical Aspect were more important than the other aspects. However, no particular pattern of similarity or difference existed between teachers’ and students’ perceptions. Moreover, the teachers’ job experiences and the students’ academic year were proved to have no significant role in their perceptions.
This study was intended to scrutinize the EFL teachers’ qualities that students appreciate and those that the EFL teachers highlighted. This questionnaire-based survey study was both qualitative and quantitative and employed a correlational method to answer the addressed questions. The participants were selected among EFL teachers and students whose native language was Arabic with different ages, academic statuses, and periods of English teaching/learning experience. The findings showed that characteristics related to the Classical Aspect were the most important for the students. For teachers, the Social-Cultural and Technology Aspects were equally important, but the teacher characteristics related to the Classical Aspect were more important than the other aspects. However, no particular pattern of similarity or difference existed between teachers’ and students’ perceptions. Moreover, the teachers’ job experiences and the students’ academic year were proved to have no significant role in their perceptions.
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