Good English Teacher Research Articles

GENDER DIFFERENCES IN PERCEPTIONS OF GOOD AND EFFECTIVE ENGLISH TEACHER

This study aims to investigate how male and female view the meaning of a good and effective English teacher. The study was conducted in SMA Negeri 1 Banjar and carried out using a descriptive qualitative research method with open ended questionnaire as an instrument distributed to 83 students. The data were collected through open ended questionnaire by providing 10 statements regarding the characteristics of good English teacher and 10 statements for effective English teachers. Male students consider the teacher-student relationship more important, or more precisely, a relaxed and calm state due to a good relationship between teacher and student in declaring a good English teacher, while female students consider the instructional competencies of teachers more important in declaring a good English teacher. Then regarding the opinions of male and female students about the most important character to declare an effective English teacher, they choose different characters, but both refer to the teacher's pedagogical ability, especially in understanding students' abilities and characteristics, because if they already have good abilities in understanding character and student abilities, the impact will also be very good on student learning outcomes.

The Description of a Good English Teachers’ Behavior in Teaching

The Description of a Good English Teachers’ Behavior in Teaching

BRIDGING THE GAP: A QUALITATIVE ANALYSIS OF GENDERED PERCEPTIONS ON GOOD AND EFFECTIVE ENGLISH TEACHER

This study endeavors to delve into the nuanced perceptions of male and female students regarding the attributes of a good and effective English teacher, employing a descriptive qualitative research design. Conducted at SMA Negeri 1 Tabanan, the research engaged three class representatives encompassing a total of 108 students. Through an open-ended questionnaire featuring 10 statements each on the qualities of a good and effective English teacher, a rich dataset emerged from the insights of 85 participants (55 females and 30 males), meticulously collected via a streamlined Google Form. The intriguing findings unveiled a distinctive trend among female students, who showcased a penchant for the emotional facets of teaching, placing a premium on qualities such as empathy, understanding, and sensitivity when conceptualizing an exemplary teacher. In contrast, their male counterparts demonstrated a pragmatic stance, valuing a teacher's keen awareness of their competency level. A unanimous agreement from both genders emerged, highlighting the pivotal role of a flexible and adaptable teaching approach for an English teacher's effectiveness, ensuring adept navigation of unforeseen challenges and the cultivation of a thriving learning environment for all students

Good and effective EFL English teachers: the exploration of male and female students' perceptions

This study aims to find out how male and female students perceive the characteristics of good and effective English teachers in Bali. This study uses a qualitative descriptive method developed by Miles and Huberman (1994). The sample comprises 70 female students and 77 male students. The data were collected through questionnaires and focus group discussions (FGD). The findings from the questionnaire show that both male and female students consider that a teacher who is a good friend for students is the most important characteristic of a good English teacher, and one who prepares lessons well and controls class time wisely as the most important characteristic of an effective English teacher. However, based on the data for good English teachers from the open-ended questionnaire and FGD, it seems male students are more realistic in giving their perceptions and tend to like learning that involves active discussions in class, while female students are more likely to like learning that requires them to only listen to teacher explanations in class. Both male and female students perceive an effective English teacher in the same way; they prefer teachers who can prepare lessons well, control class time wisely, and use interesting learning media such as pictures and videos to teach because it can maintain students motivation to learn English.

A Comprehensive Analysis on Core Competencies of a Good English Teacher

A Comprehensive Analysis on Core Competencies of a Good English Teacher

An Exploration of the Characteristics and Factors of Good English Teachers in the Mind of Primary School Teachers and Students

An Exploration of the Characteristics and Factors of Good English Teachers in the Mind of Primary School Teachers and Students

영어 저성취 대학생의 특성에 관한 내러티브 탐구

This study is a narrative research on characteristics of a university student with low English achievement. As a narrative inquiry method, understanding of personal experiences through the context of life and three-dimensional narratives such as time, sociality, and place were considered in the interaction between time continuity and the social environment. Research participant is a freshman in C university located in Gangwon-do and he is majoring in social welfare. He hated English in the past and is not interested in English now. Content analyses of his narrative revealed five characteristics of university learner with low English achievement. First, he refused to learn English. Second, he has no chance to meet good English teachers who pay attention to low level English learners like him. Third, he has had difficulties in learning English. Fourth, he has not felt much discomfort even though he has low English achievement. Fifth, he has not had any practical experience regarding the necessity of English.

THE CHARACTERISTICS OF A GOOD ENGLISH TEACHER AS PERCEIVED BY SECONDARY SCHOOL STUDENTS IN NURUL JIHAD TEMBILAHAN HULU

This study aims to find the characteristics of a good English teacher. The aim is to find out students' perceptions of a good English teacher in terms of technical knowledge, pedagogic skills, interpersonal skills and personal qualities. This research includes descriptive research. Data was taken by observation, interviews and then analyzed qualitatively using a questionnaire. The findings of this study indicate that the characteristics of good teachers with respect to technical knowledge are mastering English, understanding teaching methods, being able to teach clearly, understanding students' abilities, and understanding teaching methods. The characteristics of a good English teacher with respect to interpersonal skills are teachers who are relaxed, humorous, cooperative, and able to win over students. The characteristics of a good teacher in terms of pedagogy are teachers who have teaching skills, use interesting media and a variety of techniques, are creative and innovative in designing material, understand students' needs, motivate students to be enthusiastic about learning English. The characteristics of a good English teacher with respect to personal qualities are a good figure, kind hearted and obedient to worship, discipline, patience, having good habits, attitudes and behavior, always maintaining quality and enthusiasm in teaching. The results of the in-depth open questionnaire show that students' perceptions of the characteristics of a good English teacher are very tedious and cognitive.

NOVICE EFL TEACHERS’ PROFESSIONAL DEVELOPMENT: A NARRATIVE INQUIRY INTO MICRO-LEVEL DEVELOPMENT PROCESS

Educational researchers have made great strides in theorizing teacher professional development, though attention is still concentrated on isolated mental processes. This study therefore reports on a narrative inquiry aiming to find out micro-level development process that occurs in two novice EFL teachers and also to reveal the features of teacher’s change that appear to facilitate English language teaching and learning. A variety of data collection techniques including; narrative frame, field notes, semi-structured interview and stimulated recall interview are used to make teachers’ behavioral, attitudinal and intellectual component of micro-level development explicit. Two overarching themes that emerge in this narrative inquiry are; the route to be a good English teacher and rediscovering the passion to teach. The important key finding of this study is that the early year of teaching is sensitively crucial to EFL teachers’ micro-level development, which is characterized by a positive shift from constructive experiences and aspiration of better English language learning process to internalization of empathy, attentive and responsive manner. Another key finding of this study is that all the novice EFL teachers who spoke positively about implementing changes in their classroom practices, embraced most of the process of micro level development that occurred, based on intuition, without clear theoretical underpinning of pedagogy, and merely classroom-bound focus. However, this study contributes to the current knowledge in relation to the crucial role of three distinct patterns of PD; discontent, aspiration and without intention

Enthusiasm, obsession, or delusion? language ideologies and negotiating identities of one non-native English teacher in an EFL context

ABSTRACT As a part of longitudinal qualitative research project, this case study is an examination of how one Korean EFL teacher, an English enthusiast, developed his multiple identities within his school, home, and social communities. Examination of his trajectories in these domains sheds light on how the native-speakerism ideology prevailing in Korea had influenced the non-native English-speaking teacher’s identity development and was affecting his life as a language learner, a language teacher, and a parent. Three of his identities emerged from this study: a language learner who was struggling to join the community of native English speakers, a language teacher who was seeking students’ validation of his qualifications as a good English teacher, and a parent who expected his children to achieve his long-sought but seemingly unattainable goal of having native-like English proficiency. However, these identities were neither passively stable nor fixed, but rather were being constantly and actively negotiated. The findings suggest the necessity of taking a critical perspective on definitions of native speakers, on the impact of native-speakerism on the professional identity construction of non-native English-speaking teachers in EFL contexts, and on its effects on their domestic and social lives.

Exploring Learners' Beliefs of Good English Teachers through a Multimodal Investigation

Exploring Learners' Beliefs of Good English Teachers through a Multimodal Investigation

SURFACE STRATEGY TAXONOMY: GRAMMATICAL ERRORS ANALYSIS IN THE THIRD-SEMESTER STUDENTS’ DESCRIPTIVE ESSAY

English and Indonesian are grammatically different. The difference proves that the rules and the application of grammar are the difficult problems in writing English. Based on previous preliminary research, many Third-Semester students of English Education Study Program had problems using grammar. This is supported by the results of unstructured interviews by researcher against students. Then students made mistakes they cannot correct called errors. As English Education students, they must have good competence in all language skills to become a good English teacher. In the future, students will teach writing effectively if they master the grammatical understanding.This research’s objectives were to find: (1) The the types of grammatical errors based on surface strategy taxonomy found in students’ descriptive essay,(2) The dominant grammatical error based on surface strategy taxonomy found in students’ descriptive essay,(3) The factors causing students made grammatical error in writing descriptive essays.To achieve the objectives, a qualitative method is used. Data collected by observation, interview and documentation from students’ descriptive essay worksheet then analyzed using error analysis.The findings of the research: (1) Grammatical errors are Misformation (3rd Person Singular, Plural, Auxiliary Verb, Dictionaries, Preposition, Conjunction, Pronoun, Singular, Simple Present Tense, Simple Past Tense), Omission (Simple Present Tense, Agreement, Auxiliary Verb, Plural, Article, Pronoun, Conjunction, Preposition, Adverb), Addition (Simple Additions, Double Marking), Misordering (Adjective, Pronoun, Auxiliary Verb). (2) The dominant grammatical error is Misformation with 47.05% from 170 errors. (3) The factors causing error are Interlingual and Intralingual.

What makes them the best English teachers? An analysis of the motivational strategy use based on ARCS model

A good English teacher can be defined as a motivator in learning English. The present study investigated how often and in what ways the best English teachers utilized motivational strategies in their classrooms by using Keller’s attention, relevance, confidence, satisfaction (ARCS) model as a framework for the analysis. The teaching clips from “The Best English Teachers” produced by EBS (Educational Broadcasting System) were observed. At the same time, a frequency count was made on the use of ARCS motivational strategy by the twelve best English teachers. Even though their strategy uses were heavily concentrated on attention strategies (n = 354), other strategies (satisfaction: n = 149; confidence: n = 144; relevance: n = 131) were also effectively utilized. In addition, the Friedman test showed well-balanced use of ARCS strategies of the best English teachers in beginning, during, and closing phase of instruction. Suggestions were made for EFL teacher education based on the findings.

Decoding “Good Language Teacher” (GLT) Identity of Native-English Speakers in South Korea

ABSTRACTThis study investigates the concept of teacher identity of native-English speakers in South Korea by examining public texts, mainly English immersion camp advertisements and teacher recruitment materials. To this end, a social semiotic multimodal analysis was employed to scrutinize how these public narratives and visual images, populated with non-neutral discourses, construct a certain image of teacher identity and, as a result, perpetuate societal ideologies. The findings underscore how the discourses constructing good English teacher identity rely on a combination of multiple ideologies, but the overriding effect is often the same: nativeness, closely connected to nationality, acts as a token for language proficiency, making actual teaching qualifications and/or experience secondary. Overall, this study argues that English teacher identity across sites of language teaching and learning needs to be revisited insofar as such deeply entrenched language ideologies have inevitable impact on language education and the preparation of students as global citizens.

USING SHORT FILMS FOR TEACHING ENGLISH WHILE BUILDING CHARACTERS

The role of teachers in EFL/ESL classroom is very important for the improvement of the students since it is believed that professional and creative English teachers can help students in learning English well. However, many teachers still lack the effort in finding new ideas and in improving their professionalism as a good English teacher. Yet, with the development of technology nowadays, many media are worth to be considered in teaching English. One of the media that is being actively mentioned in educational world nowadays is short film. In this case, short film is believed to be one of the appropriate ways in teaching English especially in teaching the character education presented in it. With short film, students can have more exposure to authentic English and the culture of the target language. But another important benefit is often overlooked by teachers, that is the possibility of learning values for building the students’ characters through the use of short film in the learning process. This present paper will try to respond to this fact by identifying the values of character educations in a short film entitled Piper from Pixar animation through textual analysis. There are character educations that revealed about parenting, self-supporting, and friendship value in the film. Thus, it can be concluded that when chosen correctly, short films can be a media for building students’ characters while developing their English, all in a more entertaining, relaxed, and enjoyable media that meet the students’ 21st century contexts.

School English, literature and the knowledge‐base question

AbstractThis article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about the knowledge agenda, and the knowledge‐base agenda for teaching and teacher education. The selection of texts and form of study of literature within the English curriculum has long been an area of controversy. Without assuming a particular position on knowledge in this area, this article shows that important questions of what knowledge‐base teachers are expected to bring to their work are elided both in current regulations and debates, and in research on ‘good teaching’ in this area. If ‘literary studies’ (as a discipline or university major) is itself an unstable and changing field, what kind of knowledge does a good English teacher bring to their work? This paper takes up these questions in the context of the Australian Curriculum and standards for teacher registration, but it also points to the way these issues about knowledge are of broader relevance for researchers and teacher education.

CHARACTERISTICS OF GOOD ENGLISH TEACHERS BASED ON THE PERCEPTION OF THE STUDENTS FROM DIFFERENT LEARNING STYLES AND PERSONALITIES

The research aims are (i) Identifying the characteristics of good English teachers in SMAN 3 Sinjai Selatan. (ii) Knowing the characteristics of good English teacher based on the students’ learning style. (iii) Knowing the characteristics of good English teacher based on the students’ personality. This research was done by using a qualitative approach. The data were collected by using two instruments i.e. questionnaires and in depth interview. The results of this study reveal that (i) The characteristics of good English teacher based on the students’ perception in SMAN 3 Sinjai Selatan are categorized into four different categories, namely proficiency, pedagogical (both conceptual and practical), socio-affective and psychological aspect. The last category was the additional category in which age included in and differently from the work of Gi and Hyo (2006) that only specified three categories, namely proficiency, pedagogical and socio-affective skills. (ii) In general, the characteristics of good English teacher based on the students’ learning style are dominantly in pedagogical aspect. Visual learners want English teacher who can keep the students’ focus and concentration in their learning; auditory learners expect English teacher who can engage the students’ motivation and interest toward learning English; and haptic learners propose the English teacher who concerns on the process rather than the achievement of the students in learning. (iii) The characteristics of good English teacher proposed by high school students based on their personality are dominantly on the teacher’s pedagogical and socio-affective aspects. Only a few ideas of the students that concern on the teacher’s proficiency and psychological aspect.

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ PERCEPTIONS ABOUT A GOOD ENGLISH LANGUAGE TEACHER

Teaching is a lifelong learning process and even if a teacher may have years of experience in teaching English as a foreign language, one might not know whether he/she has become a good teacher or not. The perceptions about a “good” English language teacher have been varied among the language learners and the teachers themselves. However, it is important to find out what kind of a “good” English language teacher based on learners’ perceptions in order to discover what they believe and what they expect from their English teachers when they are learning the language. This present study aims at investigating and describing the qualities or the characteristics of a good English teacher based on the learners perceptions. The population for this study are the students of English Department of FKIP Lambung Mangkurat University Banjarmasin in three batches (batch 2015, 2016, and 2017), and when the time data collected they were at the sixth, the fourth and the second semester. The questionnaire given is in the form of close-ended questions and analysed quantitatively. The findings of this study are expected to help teachers to reflect or evaluate themselves and refresh their teaching practice when necessary, as well as for their own improvement and further professional development.

DESIGNING A PROJECT OF USING LEARNER- CENTEREDNESS IN TEACHING ENGLISH AT SENIOR HIGH SCHOOLS IN MANOKWARI

Special Autonomy Law (UU OTSUS Provinsi Papua) Chapter XV; article 52, verse 2, confides the implementing of English as a second language in Papua (West Papua province and Papua province). However, some complexities are faced to implement English as a second language in Papua. The complexities are; the difficulty in teaching English at school, lack of motivation to study English by student, different level of student’s English competence, and lack of good English teacher. This article aims to give contribution to solve the complexities above, especially in English teaching- learning process at senior high school level in Manokwari regency, west Papua province. The concept offered to solve the problems in teaching – learning English process is by using <em>Student Centered Learning </em>(SCL) concept. This concept is recommended by experts and suitable to be applied in senior high school level. There are some steps to implement SCL concept, they are; designing the project, implementing the design and evaluating the project. By implementing SCL concept, the teaching- learning English process in senior high school in Manokwari regency is expected to be useful for students and English teachers.

영어 교사 자질에 관한 인식 연구: 중등 영어 교사와 학생 중심으로

The purpose of this study is to examine the perceptions of good English teachers’ characteristics and to suggest guidelines for how to be a good English teacher by conducting a survey questionnaire to middle and high school students and their English teachers in Korea. The survey was composed of 48 items regarding teaching skills, personality and creativity, and assessing skills. The results showed there are different perceptions about the characteristics of good English teachers between teachers and students. Teachers perceived checking students’ understanding during the class as the most important characteristic followed by giving appropriate feedback to students, while students perceived treating them respectfully as the most important one. According to the research findings, this study suggests that English teachers should carefully consider developing students’ affective and creative aspects as well as linguistic skills that were shown to be important in both teacher and student perceptions. It also suggests the curriculum developers and teacher trainers for English teachers should continuously monitor the teacher evaluation process and apply the findings as helpful guidelines for future research and practice.