Effective Behavior of EFL Teachers as Perceived by Undergraduate Students in Indonesia

Said, Mashadi

doi:10.5539/elt.v10n10p50

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…These following studies also revealed that there were differences in the students' perceptions of the qualities possessed by English teachers (Barnes & Lock, 2010Bell, 2005;Brosh, 1996;Çelik et al, 2013;Hidayat, 2017;Karim, 2021;Khaerati, 2016;Kwangsawad, 2017;Mudra, 2018;Park & Lee, 2006;Said, 2017;Shishavan & Sadeghi, 2009). These studies indicate that the conceptions among people toward effective NNETs were proved to be different depending on levels of schooling, curriculum, gender, major area, and background.…”

Section: Relevant Studiesmentioning

confidence: 80%

“…Studies on effective NNETs have largely taken into accounts the voices of various stakeholders, such as teachers, schools, and administration staff (Bell, 2005;Brosh, 1996;Hidayat, 2017;Karim, 2021;Kwangsawad, 2017;Park & Lee, 2006;Shishavan & Sadeghi, 2009). However, little is known about effective NNETs as represented in students' voices (Barnes & Lock, 2010Çelik et al, 2013;Khaerati, 2016;Mudra, 2018;Said, 2017). It is in line with Tarone and Allwright (2005), as well as Tsui (2011), who claim that research on English teachers has made little reference to students, and if existed, students' voices have largely remained silent.…”

Section: Introductionmentioning

confidence: 99%

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Indonesian EFL students’ perceptions of effective non-native English teachers

Zurrahmi

Triastuti

2022

SiELE

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Effective non-native English teachers (NNETs) are essential to facilitate students to develop their English mastery. However, while students are directly affected by teachers’ instructions, they have been limitedly involved in teacher education and development research. The current study aims to explore the qualities of effective non-native English teachers (NNETs) from students’ perspectives in Tanjungpinang, Indonesia. This study was mixed-method research specifically an explanatory sequential design. In the quantitative phase, 380 students were selected using cluster sampling techniques. Meanwhile, in the qualitative phase, six students were purposely selected based on their English proficiency levels and gender. The instruments used were a questionnaire adapted from Park and Lee (2006) and an interview guide. To analyze the questionnaire data, descriptive and inferential statistical analyses were employed. MANOVA test was run to seek significant differences by students’ gender and English proficiency levels. Meanwhile, the qualitative data were coded to identify the emerging patterns. The results show that the qualities concerning teachers’ socio-affective skills gained the highest mean scores compared to those concerning teachers’ subject matter knowledge and pedagogical skills. This study also confirms that there was a significant difference among students in perceiving effective NNETs by English proficiency levels. This study is expected to help various stakeholders to improve pre and in-service EFL teacher education and development in Indonesia.

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Section: Relevant Studiesmentioning

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Indonesian EFL students’ perceptions of effective non-native English teachers

Zurrahmi

Triastuti

2022

SiELE

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“…Subject matter knowledge in this study includes knowledge of the English language and language components. Since English is the subject matter of foreign language teaching, language proficiency and communicative ability in English is a necessary pre-requisite for a language teacher (Richards, 1997). Apart from the teachers' capability, mastery of subject matter knowledge has a close relationship with the teacher educators' professionalism (Amin, 2013: 72).…”

Section: The Perceptions Of the Subject Matter Knowledgementioning

confidence: 99%

Bridging the Gaps between Teacher Educators and Student Teachers’ Perceptions about the Attributes of Effective Teacher Educators

Karim

2021

Register J.

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The present study attempts to investigate effective EFL teacher educators from the perspectives of student teachers and teacher educators. A survey design was employed to examine student teachers' and teacher educators' perceptions of the attributes of effective EFL teacher educators. Furthermore, an adapted questionnaire was administered online to 408 participants (334 student teachers, and 74 teacher educators) to obtain data about effective EFL teacher educators using four categories of attributes of effective teacher educators, namely subject matter knowledge (SMK), pedagogical knowledge (PK), organization and communication skills (OCS), and socio-affective skills (SAS). Descriptive statistical analyses were conducted for the measurement of central tendency. The findings revealed the student teachers and teacher educators have different perceptions of how they perceived effective EFL teacher educators. There was a significant statistical difference between student teachers' and teacher educators' perceptions of the three categories of attributes, namely SMK, PK, and OCS. Meanwhile, there was no significant statistical difference between student teachers' and teacher educators' perceptions of SAS. The results of the present study may serve several pedagogical implications in the program of teacher education. Keywords: EFL student teachers, teacher Educators, effective teacher, perceptions

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How to Help Students Learn English Better: Towards Creating a Language Learning Culture

Saafin¹

2019

ELT

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The purpose of this study was to investigate university students' perspectives of effective teaching that helped them learn English better. Adopting an interpretative approach to the research, the data was collected in three phases. In Phase One an interview was used and 17 university students studying English in Intensive English programs were interviewed. In Phase Two a qualitative questionnaire was used and 165 students responded to it. In Phase Three four students were interviewed for further information about the effective teaching characteristics identified in phases one and two. The findings of the study revealed that effective EFL teaching had two main dimensions: instructional skills and human characteristics. A wide range of categories and subcategories were classified under each dimension. Bearing in mind the descriptions and information the respondents gave throughout the Three Phases, the broader picture of effective teaching reflected the idea of a learning culture that effective teachers had an important role in creating.

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Effective Behavior of EFL Teachers as Perceived by Undergraduate Students in Indonesia

Cited by 3 publications

References 15 publications

Indonesian EFL students’ perceptions of effective non-native English teachers

Indonesian EFL students’ perceptions of effective non-native English teachers

Bridging the Gaps between Teacher Educators and Student Teachers’ Perceptions about the Attributes of Effective Teacher Educators

How to Help Students Learn English Better: Towards Creating a Language Learning Culture

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