Student Perceptions =
of Effective English Language
Teachers A Quantitative Study – Republic of Panama
Mónica León1*, Ian Neblett2*
=
1.Engli=
sh
Program Director, Quality Leadership University, Panama City, Panama
=
2. Teach=
ing
Assistant, Quality Leadership University, Panama City, Panama
* Autor para correspondencia. Email:mleon@qlu.pa
Recibido:
27 de julio de 2018
Aceptado:
14 de agosto de 2018
________________________________________________________=
______________________
Abstract
Views of surveyed
English language learners attending, or who had previously attended, EFL
classes in Quality Leadership University, were analyzed in this study. A to=
tal
of 150 students from the English program took part in the study. The
researchers were interested in extracting perspectives on what students
believed to be an effective English teacher. As previously mentioned, data =
was
gathered via a survey. The survey contained a total of 13 questions, of whi=
ch
the last question had 45 prompts to respond to in a Likert-styled scale.
Results of the survey were grouped into predetermined, categories of
significance, analyzed and confirmed for congruency. The results revealed
student’s affinity towards English language teachers who possessed key
attributes. Our research, which has been corroborated by prior studies,
establishes a point of reference and additional insight into the definition=
of
an effective English language teacher.
Keywords: Teaching English, English, Student
Satisfaction, Student Perceptions, Effective English Language Teachers.
Resumen
El presente estudio=
se
analizó las opiniones de los estudiantes de inglés encuestados que asistier=
on o
que habían asistido anteriormente a las clases de EFL en Quality Leadership
University. Un total de 150 estudiantes del programa de inglés participaron=
en
el estudio. Los investigadores estaban interesados en extraer perspectivas
sobre lo que los estudiantes creían que era un profesor de inglés efectivo.
Como se mencionó anteriormente, los datos se recopilaron a través de una
encuesta. La encuesta contenía un total de 13 preguntas, de las cuales la
última pregunta tenía 45 pautas para responder en una escala de estilo Like=
rt.
Los resultados de la encuesta se agruparon en categorías predeterminadas de
significancia, se analizaron y se confirmaron por congruencia. Los resultad=
os
revelaron la afinidad del estudiante hacia los profesores de inglés que pos=
eían
atributos clave. Nuestra investigación, que ha sido corroborada por estudios
previos, establece un punto de referencia y una visión adicional de la defi=
nición
de un maestro de inglés efectivo.
Palabras clave: Enseñanza del inglés, inglés, satisfacción
estudiantil, percepción estudiantil, docente de inglés eficiente.
1 Introduction
There is legitimate interest from
institutions that offer English classes as a foreign language to discover w=
hat
students really consider important when it pertains to identifying the
attributes of an effective English teacher (Barnes & Lock, 2010). Previous studies have revealed various
attributes and positions of rank among those attributes, in which the varia=
tion
sometimes depended on the group of students analyzed. Albeit, there are some recurring variab=
les among
most student’s preferences and the way they perceive teacher’s effectivenes=
s in
teaching. These variables suggest =
a more
student-centered approach (Salahshour, N. & Hajizadeh, N., 2012), where=
all
efforts of the learning experience are directed towards the primary stakeho=
lder
of the classroom: the student.
Hence, this study aims to shed ligh=
t on
the following questions:
1.<=
span
style=3D'font:7.0pt "Times New Roman"'> =
What are the student’s perceptions of effective English
Language teachers?
2.<=
span
style=3D'font:7.0pt "Times New Roman"'> =
Are there any differences among age groups, gender, and
levels of English?
With respect to th=
ose
perceptions, we expect a little variation from other previous studies due to
cultural differences, but we are uncertain whether it will vary between
genders. Understanding the necessi=
ty to
study English may factor into the evaluation as well, as it tends to be of =
more
importance to adults. It would als=
o be a
mistake not to take into account preferred learning styles among both group=
s:
younger students and adults.
We also believe that students’
perceptions of effective English language teachers will rank higher on rapp=
ort
(i.e. friendliness, sociability, empathy, accessibility, receptiveness, and
attitude), and delivery (i.e. personal style, communication and pedagogy), =
as
it was previously uncovered from a study conducted in a Korean university
(Barnes and Lock, 2013). Rapport a=
nd
delivery may also be significant factors due to the student’s inherent fear=
of
using the language in a preconceived, judgmental environment.
In addition to the study in Korea,
there has been research conducted in Europe, the Middle East, and in the Un=
ited
States. Albeit, there is no existe=
nt,
published, research based in the Republic of Panama or its surrounding
countries.
This study intends to contribute mu=
ch
needed information in an unexplored territory, in the matter of students’
perceptions of effective English language teaching. Our purpose is to provide interested pa=
rties
the ability to compare and contrast what is happening in Panama, with the
existing tendencies in the field of EFL education that has already been
explored. We are hoping that this =
will
be the starting point for teachers to revisit, or discover some of the key
elements that strengthen teaching practices and improve the probability of
successful language acquisition.
Further, we are eager to provide a guideline of key elements teachers
need to accomplish in order to meet student’s lofty expectations.
Overall, we are confident that the
outcome of this study will contribute to the EFL education goals in our
country. We have also considered t=
he
possible needs of the surrounding Latin American countries, and believe the
information could be of value to them as well.
The goal of closing the gap, or discovering what the gap is between =
the
current learning environment and student expectations, should always be a
sought after endeavor in all subject matters.
2 Literature Review
While the discovery of students’ pe=
rceptions,
with respect to identifying the key traits which define an effective English
language teacher is our primary focus, we can’t ignore the preconceived
influences teachers and educational systems have already established. While students seem to be more concerne=
d with
the soft-skills teachers should possess or could possibly obtain, teachers =
have
mostly preoccupied themselves with the hard-skills related to teaching meth=
ods
and lesson execution. Case in poin=
t, EFL
teachers located in countries such as Mexico, Brunei, Malaysia, Thailand,
Indonesia, Cambodia, and Vietnam have reportedly held strict allegiance to
traditional instructional methods (Maskhao, 2002, Liu, 2004; Nonkukhethong =
et
al., 2006; Darasawang, 2007; Davies, 2009; Khamkhien, 2010; Yamat et al., 2=
014;
Richer & Herrera 2014). It goes
without saying that the types of methods which embody the traditional appro=
ach
are in stark contrast to the student-centered approach. This study analyzes the types of charac=
teristics
that would lean towards and promote the latter approach.
That being said, the tide is slowly
changing in the English language learning environment. As the exchange of information increases
across a variety of platforms (i.e. the Internet, international programs and
events), improved techniques are being exchanged, considered, and increasin=
gly
adopted. These baby steps towards
teaching excellence seem to indicate a positive stride in professional prac=
tice
(Darasawang, 2007; Chepetla et al., 2008; Khamkhien, 2010; Othman, 2010;
Ramirez-Romero and Pamplon, 2012), and towards a more student-centered
environment.
Latin America, which has a tremendo=
us
degree of importance in our research, has begun to progress from audio-ling=
ual
methods to more modernized teaching practices and pedagogical techniques
(Anderson, 2012). Mexico, which is=
a big
player in the ELL market, had suffered from broken educational systems in t=
he
past due to their reluctance to advance beyond the traditional methods (Dav=
ies 2009),
to now conducting teacher preparation programs, promoting professional
associations, and even championing the movement towards cutting edge approa=
ches
to language pedagogy. To that end,=
the Panamanian
government has also become aggressive in amplifying the quality of English
education in the public school system by sending English teachers abroad to
glean best practices in lesson planning, lesson execution, and assessment
strategies. There are many other e=
fforts
being conducted in the Latin American region, and they all bode well for the
English teacher and student alike. The
countries in the region are beginning to understand and appreciate the
necessity of English language learning, and are taking the necessary steps =
to
achieve that end. As countries exp=
edite
the preparation of teachers in order to enhance in-classroom performance, t=
hey
must likewise investigate the expectations of the students. Efforts on one end, while leaving the o=
ther
undone could result in costly missed opportunities, and underachievement of
both the teachers and their students.
In light of that, endeavors to disc=
ern
student expectations have already begun in other parts of the world. For example, a study was conducted in 2=
012 by
Salahshour, N. & Hajizadeh, N., in a prominent school in Tabriz, Iran, =
in
which 42 students were surveyed. T=
he
researcher’s main goal was to determine the student’s perspective of an
effective teacher. According the a=
nswers
given, having interest in his/her job ranked highest followed by items such=
as having
a sense of responsibility towards the job, being enthusiastic and lively,
self-confident, punctual, encouraging students to use the language, and
providing explicit grammar correction.
A similar study was conducted by Simpson, A. & Mengi, E. in 2011, in Instanbul Turkey, where students we= re asked to provide a written response to the prompt: ‘what is your perception= of a good English teacher?’ An additi= onal dimension was added to that study by having teachers respond to the same pr= ompt, as the researchers were interested in the congruency of both perspectives.<= span style=3D'mso-spacerun:yes'> After a process of data coding was cond= ucted certain key categories emerged like methods of delivery, classroom environment, and teacher qualities. The latter cate= gory is of special interest to our efforts, because it underlines the importance= of our study and the others that have been conducted with that similar focus.<= o:p>
A quantitative study that has serve=
d as
our motivation for our research, and coincides with the immediate
aforementioned was done by Barnes and Lock in 2013. Their questionnaire was circulated in a
Korean university to measure the importance students’ placed on 5 key
categories, namely: Rapport, Delivery, Fairness, Knowledge and Credibility,=
and
Organization and Preparation. These
categories were given birth from the culmination of efforts and results car=
ried
out during a previous qualitative study in the same university, in which
delivery and rapport were the focus (Barnes and Lock 2010). It was the results from the 2010 quali=
tative
study that led to the expansion of attributes observed in the 2013 study.
Our study has essentially replicated
the methodology of the quantitative study conducted by Barnes and Lock, out=
lined
in the following section.
3 Methodology
The research was conducted by the
English as a Second Language Department of a private university in the Repu=
blic
of Panama.
A questionnaire was administered to
students who are or had previously studied English at the institution. The sample comprised 193 females, and 1=
22
male students. Of those same stude=
nts
the majority came from the age groups 15 – 17, and 24 – 29. The majority of students surveyed were
originally from Panama, Venezuela, and Columbia respectively.
The questionnaire was written in
Spanish to assure the questions were fully understood by the respondents,
thereby guaranteeing a high response rate.
The first section consisted of questions related to their background,
experience in English education, and their preferred learning styles. In the second part (comprised of 2
questions), the students utilized a Likert scale from 1 to 5 (5 being the m=
ost
important and 1 being the least important), in order to glean their
perspectives on the ‘make-up’ of an effective English teacher.
The responses to the second section
were analyzed via the use of mean and standard deviation calculations, in o=
rder
to compare and contrast what the students valued from what they had little
regard for.
Student
Profile
English
Language Proficiency
=
Question 5 on our survey (see Appen=
dix)
asked the students to describe their current level of English fluency. The three options to choose from were beginning, intermediate, and advanced<=
/i>. Of the 315 students who responded, 173 =
(55%)
of them classified themselves as beginners, 122 (39%) as intermediates, and=
20
(6%) as advanced learners. We assu=
med
that students could properly assess their level of fluency due to placement
tests they had to write before entering the program.
Past
English Language Learning Experience
Question 8 of our survey (see Appen=
dix)
asked students to indicate whether they obtained English language training =
in
the past from other institutions. =
The results
revealed that out of the 311 who responded, the majority (59.8%) of students
did not have any previous training in English (i.e. from an official learni=
ng
institution).
Learning
Styles
Questions 11 & 12 of our survey
(see Appendix) asked students to indicate their preferred learning style.
4 Results
The next section of the analysis begins to delineate the
five key categories of teacher attributes borrowed from Faranda and Clarke
(2004), and later utilized by Barnes and Lock (2010) as well. As an addition to their analysis we have
considered the vantage points from both males and females. The immediate table below outlines the =
five
categories along with their ranking of importance from a student’s perspect=
ive:
Table
1.
|
Overall Ranking<= o:p> |
Attributes |
Mean Score |
|
1 |
|
3.58 |
|
1 |
|
3.58 |
|
2 |
|
3.11 |
|
3 |
|
2.83 |
|
4 |
|
2.28 |
Table 1: Overall Ranking of
Categories/Attributes – Effective Foreign Language Teacher
As the chart above indicates, Knowl=
edge
of English and Communication Skill and Teaching Method (i.e. Delivery style)
both ranked equally the highest with our students (3.58 mean score), and
Relationship with students (i.e. Rapport) ranked second with a mean score of
3.11. There were differences, howe=
ver,
with respect to genders among the attributes.
For example a higher proportion of females thought Knowledge of Engl=
ish
was very important, which was demonstrated by the fact that 22.9% and 37.1%=
of
the female respondents indicated that this attribute was the second, and mo=
st important
respectively. On the other hand, t=
he
males were a little more evenly spread on our Likert scale (1 being of least
importance and 5 most important): 3.7%, 22.2%, 23.1%, 22.2%, and 28.7%
respectively.
As mentioned in the
introduction, our survey contained a total of 13 questions, of which the la=
st
question had 45 prompts to respond to in a Likert-styled scale. The tables illustrated below reveal the
results to those prompts on a scale from 1 to 5 (in mean scores), where 1 w=
as
considered least important and 5 was the considered the most important. The prompts below were then group toget=
her
according to the appropriate categories analyzed in table 1. The prompts, and titles of the columns
contained in the tables closely mirror that of the study conducted by Barnes
and Lock (2013). This strategy was
purposely taken in order to compare and contrast the results from a Latin
American and gender specific perspective.
Relati=
onship
with Students (Rapport)
Almost all elements of the rapport attribute were considered
important (i.e. scored 4 and above) according to our results, with the
exception of a teacher’s willingness to share experiences (See Table 2).
|
Item Number and Description |
M |
SD |
|
|
4.28 |
|
|
|
4.18 |
|
|
|
3.65 |
|
|
|
4.24 |
|
|
5. a=
re
patient |
4.33 |
0.85=
|
|
6.
listen to students |
4.38 |
0.79=
|
|
7. h=
ave
a positive attitude in general |
4.43 |
0.78=
|
|
|
4.25 |
|
|
|
4.17 |
|
|
|
4.25 |
|
|
|
4.04 |
|
Table
2: Mean Scores and Standard Deviations for Rapport Prompts
Our results, however, did not coinc=
ide
with Frananda and Clarke (2004), Thompson (2006), or Barnes and Lock (2013)=
, in
which the attribute ‘develop good relationships with students’ garnered the
highest levels of importance. The =
Latin
American student appears to be different in this aspect of rapport, in determining teachers’ effectiveness. Our students believe a positive attitud=
e is the
most important, followed by a teacher who listens to their students
concerns/issues, and those who are patient.
These results are not surprising considering the fact that these top
three elements would go a long way in managing affective filters. Filters such as fear, nervousness, bore=
dom, and
resistance to change do need to be addressed in order to promote successful
language acquisition (Krashen, 1982).
Delive=
ry
According to our quantitative data =
we
had many elements under the attribute of delivery
register as fairly important for our Latin American students (see Table 3).=
Most notably, according to our results,=
a
teacher who actively corrects stude=
nt’s
speaking and writing errors tallied the highest and third highest
respectively. A teacher’s ability =
to
activate student participation =
in the
classroom ranked the second highest under this attribute. These results are surprising when motiv=
ation
to learn a second language is put into the equation (Shaaban & Ghaith,
2008).
|
Item Number and Description |
M |
SD |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Table
3: Mean Scores and Standard Deviations for Delivery
Another element with high distincti=
on
in this category is teachers who are enthusiastic
about teaching English. This
sentiment seems to be shared by many students around the world because its
importance is in harmony with American business students (Faranda & Cla=
rke,
2004; Desai et al., 2001; Kelley et al., 1991) and Korean students (Barnes =
and
Lock, 2013). Other soft skills that
scored high among the students were encouraging
student participation, and enco=
uraging
students with low confidence to participate in classroom activities.
To our surprise using Spanish (L1) selectively, using Spanish to clarify and explain
English classes, and only using English in class had average importance=
to
our students 3.35, 3.06, 3.68 respectively.
The latter two elements were not included in the Barnes and Lock (20=
13)
study, but we decided to include them to see if further analysis could have
explained prior unexpected results in this category. Further research needs to be conducted
regarding the use of the L1 in a L2 environment because published findings =
seem
to be inconsistent. Case in point:=
the
research conducted by Auerbach & Burgess (1985) and Levine (2003) revea=
led
high scores for selective L1 usage in the classroom.
Fairne=
ss
All components in this category were
important for the respondents of our survey (see Table 4). While treat
all students fairly scored the highest (4.35), all of the other element=
s were
above the mean score of 4.21.
|
Item Number and Description |
M |
SD |
|
31.<=
span
style=3D'mso-spacerun:yes'> treat all students fairly |
4.35=
|
0.91=
|
|
32.<=
span
style=3D'mso-spacerun:yes'> prepare students well for examination=
s |
4.33=
|
0.90=
|
|
|
|
|
|
|
|
|
|
|
|
|
Table
4: Mean Scores and Standard Deviations for Fairness
Our results coincide with the resul=
ts of
Barnes and Lock (2013), but to a lesser extent.
Their results had the mean score of treat
all students fairly significantly higher than the other elements, where=
as
our students voted to have the elements more evenly distributed with just v=
ery
slight differences. With a majorit=
y of
first time English learners and affective filters playing a factor it is no=
t a
surprise that students want to be treated fairly, and be well prepared for
examinations.
Knowle=
dge
and Credibility
The elements in this category scored
the highest among all the others (see and compare all Tables). Possessing a good knowledge of vocabulary scored the highest (4.55), while
having a good knowledge of grammar<=
/i>
and possessing the knowledge and ab=
ility
to teach English were second and third respectively (see Table 5).
|
Item
Number and Description |
M |
SD |
|
|
|
|
|
|
|
|
|
|
|
|
Table 5: Mean Scores and Standard
Deviations for Knowledge and Credibility Prompts
Although all elements were consider=
ed
important in this category, it did differ from the parent study of Barnes a=
nd
Lock (2013). In their study ‘quali=
fications’
(i.e. knowledge and ability) we=
re the
most important, followed by ‘a good knowledge of vocabulary’, and ‘having a
good knowledge of grammar’ a distant third.
As indicated in our study these elements were fairly even among our
voting population.
Organi=
zation
and Preparation
All elements related to the attribu=
te
of Organization and Preparation were important to our respondents. Each ele=
ment
had a mean score above 4, with teachers being well prepared every lesson ranking the highest with a mean of 4=
.43
(see Table 6).
|
Item Number and Description |
M |
SD |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Table 6: Mean Scores and Standard
Deviations for Organization and Preparation Prompts
Overall, these mean scores indicate=
an
appreciation on behalf of the students to have a well-structured English
program. From lesson creation to s=
chedule
adherence, students want to see that the teacher is competent (see Table 5)
enough to organize all necessary materials, while being an effective time
manager. Once again, these results
concurred with those observed by Barnes and Lock (2013), where teachers bei=
ng well prepared every lesson ranked =
the
highest as well.
5 Discussion
This study utilized and mirrored the
research conducted by Barnes and Lock (2013).
They attempted to investigate ‘student perceptions of effective fore=
ign
language teachers’ with a quantitative analysis. The differences between our
study and theirs were the locations, the cultural backgrounds of the
respondents, the added variable of gender specificity, and three extra elem=
ents
for students to respond to in the questionnaire (items 17, 18, 45). Our study was conducted in the Republic=
of
Panama, while our source investigation was conducted in Korea. As the project progressed, we became ke=
enly
interested in determining whether cultural norms and backgrounds would beco=
me a
differing factor pertaining to student’s perceptions of an effective foreign
language teacher. Our research tea=
m were
also interested in the role that gender played in deciding preferences towa=
rds
teaching methods, hence our inclusion of this factor in our investigation.<=
span
style=3D'mso-spacerun:yes'> And lastly, the three extra elements we
included were meant to uncover possible hidden propensities or inclinations
with respect to the attributes of ‘Organization and Preparation’ and
‘Delivery’.
First and foremost, our outcomes
confirm that teacher competency is exceedingly important for Latin American
students. Our students want to kno=
w that
their instructor has a superior handle on English Grammar, possesses
versatility with respect to their lexicon, and has obtained the appropriate
training to facilitate and instruct the subject matter at hand. These results serve as a reminder to te=
achers
and professors in our region to begin and/or maintain their pursuit of mast=
ery
over the profession of teaching English as a foreign language. It is also a forceful admonition to tho=
se who
are currently in the profession simply because they are from a native speak=
ing
country. Although they may possess=
the
vocabulary language learners are seeking, their deficiencies’ in the other =
two
factors will eventually be exposed if proper training and preparation are n=
ot
taken seriously.
The results also have implications =
with
respect to teaching delivery. Simi=
lar to
the results Barnes and Lock (2013) revealed, we found that teachers need to=
be
visually enthusiastic about teaching as well.
Unfortunately, this is not something that can be learned in a classr=
oom,
but it can be staged if the trait is lacking in a teacher’s innate
personality. Considering the
complications that affective filters present (Krashen, 1982), it is essenti=
al
that enthusiasm about teaching be a consistent trait in a teacher’s reperto=
ire
in order to create an environment most conducive for learning. Additionally, and very much connected t=
o the
first discussion about competency, the ability to correct speaking and writ=
ing
errors, provide good examples, give clear explanations, and encourage
participation are considered important by most respondents. These key elements associated with the
delivery attribute go hand-in-hand with the attribute of knowledge and
credibility. It would be difficult=
to
imagine a situation where a teacher was fully qualified, had good knowledge=
of
grammar, and an expansive lexicon, but could not perform the aforementioned=
key
elements of the delivery attribute. In
fact, most of the elements of delivery would be addressed in formal training
that would lead a teacher to become a qualified FL teacher. The forewarning in this matter is plain=
to
ascertain: if a teacher lacks knowledge and credibility, classroom delivery
will also be negatively affected.
This present study along with the
research conducted by Barnes and Lock (2013) are in agreement with the issu=
e of
impartiality. Students from both
countries (Korea and Panama) favor being treated fairly. Teachers need to be cognizant of the fa=
ct
that impartiality is a non-negotiable element, especially in language learn=
ing
environments where diverse levels of proficiency, experience, and preferred
learning styles exist (see the Student Profile section).
As students invest their precious t=
ime
to study a foreign language, teachers likewise need to dedicate time into t=
he
organization and preparation of their courses, and lesson plans. Barnes and Lock (2013) appropriately st=
ated
the fact that mutual respect and motivation can be garnered via an atmosphe=
re
predicated on thoughtful class preparation.
The respondents of this questionnaire also found it important for
teachers to explain instructional methods to the class, finish on time, and=
use
supplemental material to enhance lessons.
The latter two bodes well for a teacher’s overall, professional
image. The combination of utilizin=
g a
textbook along with interjecting other useful material demonstrates a teach=
er’s
willingness to go beyond the textbook and a dedication to his or her
craft. It also shows that the teac=
her is
trying to find ways to make the learning experience as beneficial as possib=
le
for students.
With regards to rapport (i.e.
relationship building with students), the findings indicate that teachers of
foreign languages in our region of the world need to have a positive attitu=
de
in general. And this positive atti=
tude
needs to extend towards being patient with the student’s language acquisiti=
on
process, and listening empathetically to their concerns and problems. Additionally important in the rapport c=
ategory
was caring for students, friendliness, having charisma, and being cognizant=
of
different student proficiency levels. Teachers should know that most, if not
all, of these traits require proactive initiative. Rapport needs to be established from th=
e very
outset of a learning period (Nilson, 2010), as this will result in a natural
fulfillment of all of the elements students desire. A positive attitude, in my opinion, has
appropriately ranked the highest, as this will allow the teacher to natural=
ly
be open to entertain the other elements of this attribute.
6 Conclusion
In conclusion this study confirms m=
any
of the tenets confirmed from earlier investigations towards the definition =
of
an effective foreign language teacher.
What is important and glaringly consistent is the student’s desire t=
o be
taught by qualified, credible, and knowledgeable instructors. There can be no sacrifice with respect =
to the
attribute of knowledge because it ever so compellingly encroaches on the
attribute of delivery (i.e. communication skill and teaching method). Therefore, if the former is missing then
latter will be terribly insufficient, which in turn will lead to dissatisfi=
ed
students seeing that these two attributes are the most important from their
perspective.
Besides the aforementioned analysis= there are other key takeaways from this study that teachers need to be aware of:<= o:p>
· =
Studen=
ts
want grammar instruction, but it needs to be incorporated with clear
explanations, the utilization of a variety of teaching methods, and with
engaging enthusiasm.
· =
Student
like to be asked questions in the classroom.
It helps them engage more effectively with the topic/subject being
taught. However, this needs to be =
done
in a patient, non-judgmental, and encouraging manner.
· =
Studen=
ts
appear to want the same professionalism in EFL courses as they receive in m=
ath,
science etc. This doesn’t mean tha=
t they
don’t want a fun atmosphere, it simply means the subject needs be approached
with structure (i.e. well-organized lessons, a syllabus, additional materia=
l,
and properly time managed).
· =
While
there are some differences between genders, and levels of understanding mos=
t of
the key attributes are shared in importance with most students, from a vari=
ety
of backgrounds.
Append=
ix
Table =
1
|
|
Question |
Mean |
SD |
|
|
Item 1 |
Knowledge of Eng=
lish |
3.11 |
1.47 |
|
|
Item 2 |
Communication sk=
ill
and teaching method (i.e. Delivery) |
3.58 |
1.16 |
|
|
Item 3 |
Relationship with
students (personality, care, understanding) |
2.28 |
1.32 |
|
|
Item 4 |
Organization and
preparation |
3.58 |
1.31 |
|
|
Item 5 |
Fairness (regard=
ing
general treatment of students and assessment) |
2.83 |
1.43 |
|
|
Table 2 |
||||
|
|
Question |
Mean |
SD |
|
|
Item 1 |
are friendly |
4.28 |
0.82 |
|
|
Item 2 |
develop good
relationships with students |
4.18 |
0.84 |
|
|
Item 3 |
share personal
experiences |
3.65 |
1.05 |
|
|
Item 4 |
care about stude=
nts |
4.24 |
0.82 |
|
|
Item 5 |
are patient |
4.33 |
0.85 |
|
|
Item 6 |
listen to studen=
ts |
4.38 |
0.79 |
|
|
Item 7 |
have a positive
attitude in general |
4.43 |
0.78 |
|
|
Item 8 |
have charisma |
4.25 |
0.81 |
|
|
Item 9 |
understand the
student’s English background |
4.17 |
0.86 |
|
|
Item 10 |
understand the
different student levels |
4.25 |
0.88 |
|
|
Item 11 |
have a sense of
humor |
4.04 |
0.95 |
|
|
Item 12 |
are enthusiastic
about teaching English |
4.47 |
0.78 |
|
|
Item 13 |
give clear
explanations |
4.42 |
0.89 |
|
|
Item 14 |
use good example=
s |
4.41 |
0.81 |
|
|
Item 15 |
use a variety of
teaching methods |
4.32 |
0.89 |
|
|
Item 16 |
use Spanish (L1)
selectively |
3.35 |
1.31 |
|
|
Item 17 |
use Spanish to
clarify and explain English classes |
3.06 |
1.41 |
|
|
Item 18 |
use English in c=
lass
only |
3.68 |
1.25 |
|
|
Item 19 |
correct writing
errors |
4.48 |
0.83 |
|
|
Item 20 |
correct speaking
errors |
4.50 |
0.85 |
|
|
Item 21 |
teach grammar |
4.46 |
0.82 |
|
|
Item 22 |
use group work |
4.39 |
0.82 |
|
|
Item 23 |
encourage student
participation in class |
4.49 |
0.77 |
|
|
Item 24 |
encourage
participation of students with l=
ow
confidence |
4.37 |
0.89 |
|
|
Item 25 |
talk slowly in t=
he
target language |
3.76 |
1.13 |
|
|
Item 26 |
use easy words (=
to
enhance understanding) |
3.98 |
0.95 |
|
|
Item 27 |
ask questions
frequently |
4.22 |
0.88 |
|
|
Item 28 |
ask questions th=
en
wait for volunteers to answer |
4.24 |
0.83 |
|
|
Item 29 |
ask individual
students to answer questions |
4.24 |
0.88 |
|
|
Item 30 |
give students pl=
enty
of time to answer questions |
4.16 |
0.88 |
|
|
Item 31 |
treat all studen=
ts
fairly |
4.35 |
0.91 |
|
|
Item 32 |
prepare students
well for examinations |
4.33 |
0.90 |
|
|
Item 33 |
give students cl=
ear
grading guidelines |
4.22 |
0.93 |
|
|
Item 34 |
require students=
to
work hard during class |
4.31 |
0.87 |
|
|
Item 35 |
require students=
to
do homework |
4.28 |
0.90 |
|
|
Item 36 |
possess the
knowledge and ability to teach English |
4.51 |
0.75 |
|
|
Item 37 |
have a good
knowledge of grammar |
4.53 |
0.76 |
|
|
Item 38 |
have a good
knowledge of vocabulary |
4.55 |
0.78 |
|
|
Item 39 |
are well prepared
every lesson |
4.43 |
0.83 |
|
|
Item 40 |
provide a syllab=
us
detailing course content |
4.24 |
0.99 |
|
|
Item 41 |
explain the
instructional methods to the class |
4.30 |
0.86 |
|
|
Item 42 |
tell students the
lesson objectives before each lesson |
4.17 |
0.95 |
|
|
Item 43 |
follow the sylla=
bus |
4.29 |
0.85 |
|
|
Item 44 |
make their own
supplemental material |
4.30 |
0.92 |
|
|
Item 45 |
start and finish=
the
class on time |
4.39 |
0.91 |
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Invest.
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___________________________________= __________________________________________________
Invest. pens. crit. (ISSN
1812-3864)
Vol. 6, No. 2, mayo - agosto
2018
pp. 13-29
___________________________________= __________________________________________________