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Characteristics of Effective English Language Teachers: Student and Teacher Perspectives at a Thai University

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Listed:
  • Adriano Quieti
  • Alexander Nanni

Abstract

This study investigated students’ and teachers’ perceptions of the characteristics of effective English language teachers in the Thai cultural context. A survey comprising 68 Likert-scale items was administered to students ( n  = 124) and teachers ( n  = 11) in the intensive English program (IEP) of a Thai university. The survey measured the participants’ perception of the characteristics of effective teachers in seven areas: general characteristics, affective variables, knowledge about students, pedagogical knowledge, content knowledge, knowledge about classroom management, and professional development. A comparison of the responses showed a statistically significant difference between the median responses of teachers and students in three areas: affective variables, knowledge of students, and professional development. In all three areas, students ascribed a higher level of importance. These findings have implications for teachers, who may underestimate the value that their students place on the personal and affective aspects of education and on professional development.

Suggested Citation

  • Adriano Quieti & Alexander Nanni, 2022. "Characteristics of Effective English Language Teachers: Student and Teacher Perspectives at a Thai University," SAGE Open, , vol. 12(2), pages 21582440221, June.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221103523
    DOI: 10.1177/21582440221103523
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    References listed on IDEAS

    as
    1. Iman Alzobiani, 2020. "The Qualities of Effective Teachers as Perceived by Saudi EFL Students and Teachers," English Language Teaching, Canadian Center of Science and Education, vol. 13(2), pages 1-32, February.
    2. Mantana Meksophawannagul, 2015. "Teacher and Learner Views on Effective English Teaching in the Thai Context: The Case of Engineering Students," English Language Teaching, Canadian Center of Science and Education, vol. 8(11), pages 1-99, November.
    Full references (including those not matched with items on IDEAS)

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