Abstract
Studies conducted so far have mainly focused on investigating the characteristics of effective foreign language teachers to understand the role of teacher effectiveness in the process of language learning, while there is scarcity of studies focusing on the perceptions of the characteristics of effective foreign language teaching of the students of Department of English Language Teaching (ELT) and Department of English Language and Literature (EL&L) who are the major candidates of English language teaching profession in Turkey. Thus, this study aims to examine the perceptions of prospective English teachers with regard to their department and demographic variables. Effective Teacher Questionnaire (10) was used to obtain data from ELT (n=212) and EL&L (n=192) students. The t test results indicated that there was a significant difference between ELT students' and EL&L students' perceptions of an effective foreign language teacher with regard to the mean scores in favor of the former. Also, the t test results indicated that there was a significant difference between daytime students and night-time students with regard to the mean scores. In the light of the findings, some practical recommendations are provided.
Highlights
Every student has the right to get the most effective education
As the data of the study comes from a Likert-type questionnaire filled in by the participants of the study, it was analyzed by using statistical procedures, namely, independent samples t test, analysis of variance (ANOVA), and post hoc analysis using the Scheffe test by means of SPSS 16 software
The participants from the English Language Teaching (ELT) department believe that effective foreign language teachers should correct students indirectly when they produce oral errors instead of resorting to direct correction
Summary
Every student has the right to get the most effective education. What makes an educational environment/practice effective is a billions question as it is influenced by many factors one of which is the teacher who is at the very center of education. World Bank’s [38] study defined teacher effectiveness “as the capacity of a given teacher to lead their students to sustained achievement gains” Numerous studies have shown that teacher effectiveness is a crucial factor affecting the students’ achievement [22,39]. There is a need to explore the characteristics of effective teaching, and informing teachers and teacher educators about these characteristics may help improve the practices [28] and may lead to attain the goals of foreign language teaching
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