Qualities of an Effective English Language Teacher (EELT) from Male and Female Students’ Point of view

• Main Authors: Roya Zamani, Saeideh Ahangari
• Format: Article
• Language: English
• Published: Islamic Azad University, Tabriz Branch 2015-05-01
• Series: Journal of Applied Linguistics
• Subjects: Linguistics; Effective; performance; Perception; Teaching methodology
• Online Access: http://jal.iaut.ac.ir/article_524582_6cb3273564cd974909dc701956b9b46b.pdf

The role of teachers in affecting students’ attitudes and motivations to language learning and teaching cannot be denied. To improve the field of foreign language teaching and learning we need to improve the qualities of EFL teachers. To achieve this goal, recognizing and identifying the qualities of effective EFL teachers is essential. So this study attempted to investigate the view points of male and female English language students about the characteristics of effective English language teachers based on four categories: English proficiency, pedagogical knowledge, organization and communication skills, and socio-affective skills. For this purpose the researchers administered a questionnaire adapted from Park and Lee (2006) to 60 (28 female and 32 male) foreign language learners at Tabriz Islamic Azad University. The results of the U-Mann-Whitney test indicated that there was not a significant difference between the perceptions of the male and female students regarding the characteristics of effective teacher. However, the overall mean score of the female students’ perceptions was a little bit higher than the male students. For the female students the most important features of the teacher was his/her English proficiency, socio-affective skills, pedagogical knowledge and organization and communication skills, while the preferences of the male students were the organization and communication skills, pedagogical knowledge, socio-affective skills and English proficiency, respectively. The findings have some implications for EFL teachers and students.