Abstract
This study attempted to characterize qualities of an effective English language teacher (EELT) as perceived by Iranian English language teachers and learners. For this purpose, a tailor-made questionnaire was administered to 59 English language teachers and 215 learners of English at universities, high schools and language institutes in Iran. The results indicated significant differences between teachers’ and learners’ views on some characteristics of EELTs. Teachers seemed to agree more strongly than students that an EELT should assign homework and integrate group activities into the classroom. Other areas of significant difference in opinions included preparing the lesson well, using lesson plans and assessing what students have learned reasonably. Students, on the contrary, agreed more than teachers that teaching English in Persian (first language of the learners) was one of the prominent characteristics of an EELT. The qualitative analysis indicated that teachers perceived the features like mastery of the target language, good knowledge of pedagogy and the use of particular techniques and methods as well as a good personality to make an EELT, whereas, learners gave more weight to characteristics relating to a teacher’s personality and the way he behaves toward his students.
Highlights
Good and qualified teachers are essential for efficient functioning of educational systems and for enhancing the quality of learning
Students agreed more strongly than teachers that teaching English in Persian is a characteristic of an effective English language teacher.Other areas of difference at P < 0.05 level of significance were shown by items asking about lesson preparation, being up to date, using lessen plans, assessing what students have learned reasonably and being neat and tidy in appearance
Items marked with one asterisk at the top of the bar are those which show a significant difference between the views of teachers and students at P < 0.05 level of significance
Summary
Good and qualified teachers are essential for efficient functioning of educational systems and for enhancing the quality of learning. Research supports this notion that a good teacher and actions to be taken on his part in the classroom play a vital role in provoking effective and efficient learning on the part of the students (Markley, 2004). It is important to study the perceptions of learners about learning and teaching Their beliefs about language learning seem to have obvious relevance to understanding their expectations of the course, their commitment to the class as well as providing them with the opportunity to be successful and satisfied with their language learning program (Horwitz, 1988). Investigation of the student beliefs about different behaviors in the language classroom is useful in informing teachers about different types of learners that need to be catered for (Cotterall, 1999)
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