This study sought to identify what characteristics and teaching behaviours describe effective EFL University teachers as perceived by Cypriot students. Data were collected by means of a questionnaire and focus group interviews. Findings have provided evidence that effective language teaching seems to be related to a more learner-centred approach to language learning and teaching, which, in turn, assumes a more assisting, mediating role for the language teacher. According to the participants of this study, an effective EFL teacher is no longer considered one who has a directive and authoritarian role in the learning process but one who takes into consideration his/her students' individual differences, language anxiety, abilities and interests and design learning environments accordingly. Language teachers' skills in using technology and engaging students in meaningful classroom interactions by involving them in group tasks designed around real life topics and authentic language use have also been emphasised. Participants' views call for EFL teachers in university settings to move beyond the traditional focus-on-form approach to language teaching which views language learning as an individual activity, to the adoption of the communicative approach to language teaching which acknowledges the social aspect of learning and as such, it depends upon meaningful interactions with peers. EFL teachers working in tertiary education should use these findings as a yardstick to better understand themselves and the needs of their students for the enhancement of the learning process.

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This exploratory study aims to investigate pre-service and in-service teachers' perceptions regarding the knowledge and skills required for effective language teaching at primary level. A mixed-method sequential approach was employed to data collection and analysis and was carried out in two phases. Data were initially obtained through a questionnaire-based survey and supplemented by individual and focus group interviews. The findings have highlighted the primacy of subject-matter knowledge and pedagogical content knowledge, showing evidence that both are necessary in order to avoid fragmented language teaching. The importance of teacher language awareness in forming the bridge between these two types of knowledge has also been stressed. The issues discussed can be used for future planning in the field of initial teacher education, especially in countries where early foreign language learning forms part of their educational agenda.

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