University students’ conceptions of the good teacher: A Hong Kong perspective

Chinese Students’ Expectations Versus Reality When Studying on a UK-China Transnational Chemistry Degree Program

“…Regional accent was found to be important by Chalmers and Volet (1997), who found that south-east Asian students studying in Australia took time to adjust to the Australian accent and speed of delivery. A complementary study on teaching effectiveness by Morrison and Evans (2018) reported that 'being a good English speaker' and 'speaking in an unfamiliar accent' were important aspects in teaching practice; pronunciation and accent can have a considerable impact on students' learning. In addition, it is likely that students' confidence in English declined because they are immersed in the UK language and culture where the spoken English used is likely to be significantly different to that experienced previously while in China.…”

(Mis)matched Perceptions of EFL Teachers and Students regarding Effective Teachers

“…Personal traits have been considered as the most important factor that indicate effective teachers in Korea [4], Thailand [5], and Taiwan [1]. On another hand, S. Kourieos and D. Evripidou [6], B. Morrison and S. Evans [7], and M. Ramazani [8] who conducted studies in Cyprus, Hong Kong, and Iran, respectively found that teachers' pedagogical skills were the determining factor of an effective teacher. Meanwhile, R. Zamani and S. Ahangari's [9] study shows that teachers' social skills, i.e.…”

“…Khojastehmehr and A. Takrimi [10] stated that effective teachers, as perceived by English teachers in Iran, should have four characteristics; instructional strategies, communication skills, personal characteristics, and subjectmatter knowledge. B. Morrison and S. Evans [7] carried out a study which involved university students with one-year learning experience in Hong Kong. The result shows that the students tend to describe effective English teachers as those who possess teaching skills that supported students' learning and encouraged critical thinking, followed by the teachers' ability to explain the subject clearly as well as providing relevant and practical examples.…”

“…Thus, the notion of native and non-native English language teachers is not in line with that of effective teachers. While many studies ( [6], [7], [8]) found that students consider pedagogical skill as important in regard to effective teaching, they proposed different criteria of what defines pedagogical skills. S. Kourieos and D. Evripidou [6] found that encouraging students to actively participate in class activities, promoting learner-centeredness, understanding learners' differences, and maintaining interaction with students were among the criteria of pedagogical skills that should be possessed by effective teachers.…”

“…Similarly, J. Chen's [5] study indicates that effective teachers need to have ability to organize the class and deliver the lesson in interesting ways. B. Morrison and S. Evans [7] investigated effective teachers based on university students' perception. By interviewing 37 freshmen in Hong Kong, they found that teaching skills that encourage students' critical thinking were favored by students.…”