Abstract
This study attempts to explore the effective behaviors of teachers of English as a foreign language (EFL) as perceived by undergraduate students in Indonesia. For this purpose, a questionnaire was administered to 270 Indonesian undergraduate students. The questionnaire addressed seven dimensions of EFL teachers’ behavior, which are the following: encouraging contact between students and teachers; developing reciprocity and cooperation among students; encouraging active learning; giving prompt feedback; emphasizing time on tasks; communicating high expectations; and respecting diversity in talents and ways of learning. Overall, the students perceived that the EFL teachers’ behavior that most significantly promotes effective learning is the provision of a learning situation in which students will be optimally engaged in learning. These findings call for the implementation of the seven fundamental principles with their accompanying items for effective teaching and learning in undergraduate education in Indonesia.
Highlights
This study addresses the effective behaviors of English as a foreign language (EFL) teachers that positively affect EFL learning
This study attempts to explore the effective behaviors of teachers of English as a foreign language (EFL) as perceived by undergraduate students in Indonesia
It should be noted here that any conclusions that are taken from these findings should be interpreted with caution because the data were collected at one point in time in two private universities in Indonesia
Summary
This study addresses the effective behaviors of EFL teachers that positively affect EFL learning. Studying the effective types of EFL teachers’ behavior as perceived by undergraduate students in Indonesia is beneficial, especially, for EFL teachers. Such research can help EFL teachers to understand what undergraduate students expect from them so they can practice and develop their pedagogical techniques as well as improve their overall teaching abilities. Over the past few years, a number of studies have identified the common characteristics of effective EFL teachers in the context of non-English speaking countries. Park and Lee (2006) conducted research into the characteristics of effective EFL teachers in Korea. The results indicated that the teachers perceived significantly different characteristics from the students. The teachers ranked English proficiency as the highest, while the students ranked pedagogical knowledge the highest
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