Attributes of Effective Foreign Language Teachers: Insights From Ukraine

Abstract

The paper set out to explore pre-and in-service foreign language teachers’ perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students’ and teachers’ views on many attributes of teacher effectiveness. Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners’ test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers’ personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers’ cognitions in teacher education programmes.

Overview of English language teaching challenges

“…I was seriously considering quitting teaching. It took very long to learn how to establish a relationship with learners" [25].…”

“…One of the main concerns of language teachers surfacing in the literature is learner motivation. A low level of motivation was one of the main challenges in the studies of Akbari,Akcan,3;25;29]. Many language learners fail to realize the significance of English or enjoy learning it for various reasons and "try to get a passing mark to get rid of the course" [2, p. 396].…”

“…A few studies indicate that language teachers are also concerned over differentiation of instruction [29]. In an interview study by Levrints, Ukrainian EFL teachers self-reported that they grappled with the need to differentiate instruction and teach mixed-ability classes [25]. Many learners in Ukraine, as in other countries, have varied access to learning opportunities [11].…”

“…2022. Випуск/Issue 95 from participating in intercultural communication and coming into closer contact with the English-speaking world [25]. Surprisingly, only an insignificant number of studies have identified EFL teaching challenges deriving from the nature of the discipline itself.…”

“…Except for teaching speaking and grammar, other aspects of language competence do not regularly feature among the challenges voiced by language teachers themselves. Thus, teachers reported to experience difficulties in explaining grammar in clear terms [25], striving for linguistic accuracy in learners, correcting accuracy errors, and implementing communicative techniques to teach grammar [4]. Many teachers expressed concern about the low motivation for learning grammar, looking upon it "as a necessary evil at best, and an unavoidable burden at worst" [4, p. 69].…”