An Exploration of Convergence and Divergence on the Characteristics of Successful Iranian EFL Teachers: Learners’ and Teachers’ Perspectives

الموضوعات : Research in English Language Pedagogy

Esmaeel Ali Salimi ¹ , Kiyana Zhaleh ²

1 - Allameh Tabataba'i University, Tehran, Iran
2 - Allameh Tabataba'i University, Tehran, Iran

تاريخ الإرسال : 08 الجمعة , صفر, 1442 تاريخ التأكيد : 02 الإثنين , ربيع الأول, 1442 تاريخ الإصدار : 17 الجمعة , جمادى الأولى, 1442

الکلمات المفتاحية: EFL teacher, Successful English teacher, EFL learner, Triangulation of perspectives,

ملخص المقالة :

In order to expand the literature on the concept of teacher success and buttress the previous findings in this regard, this study attempted to explore characteristics of successful EFL teachers from EFL learners' and teachers' perspectives. Thirty Iranian undergraduate EFL learners and 30 EFL teachers were interviewed and also responded to the Successful EFL Teachers Questionnaire. The content analysis of the interview data showed a number of themes emphasized mutually by the two groups; among them being knowledgeable followed by being competent at teaching and conveying knowledge were the most frequent themes. Further interview findings uncovered some themes stated exclusively by learners and some others exclusively by teachers. The descriptive statistics also revealed that the 12 subscales of the questionnaire were ranked mostly in the same order of importance by both groups, and the Mann-Whitney U test outcomes evinced significant differences regarding the perspectives of the learners and teachers only for four subscales of the questionnaire. All in all, based on the results, it was concluded that, compared to the teachers, the learners held a more restricted conceptualization of the qualities of successful EFL teachers. Accordingly, pedagogical implications were suggested in the English language teaching and learning context of Iran.

المصادر:

Alzeebaree, Y., & Ali Hasan, I. (2020). What makes an effective EFL teacher: High school students’ perceptions. The Asian ESP Journal, 16(1.2), 169-183.

Agudo, J. D. M. (Ed.). (2020). Quality in TESOL and teacher education from a results culture towards a quality culture. New York, NY & Oxon: Routledge.

Bager-Elsborg, A. (2017). Discipline context shapes meaningful teaching: A case study of academic law. Journal of Further and Higher Education, 1-13. doi: 10.1080/0309877X.2017.1377162

Beck, W. R. (1967). Pupils' perceptions of teacher merit: A factor analysis of five postulated dimensions. The Journal of Educational Research, 61(3), 127-128.

Bernhardt, E., & Hammadou, J. (1987). A decade of research in foreign language teacher education. The Modern Language Journal, 71(3), 289–299.

Bremner, N. (2020). What makes an effective English language teacher? The life histories of 13 Mexican university students. English Language Teaching, 13(1), 163-179.

Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-32.

Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign Language Annals, 29(2), 125-136.

Burroughs, N., Gardner, J., Lee, Y., Guo, S., Touitou, I., Jansen, K., & Schmidt, W. (2019). Teaching for excellence and equity: Analyzing teacher characteristics, behaviors and student outcomes with TIMSS. Springer: Cham. https://doi.org/10.1007/978-3-030-16151-4_2

Cakmak, M., & Gunduz, M. (2018). Pre-service ELT teachers’ perceptions of characteristics of effective teachers. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(1), 359-383.

Campbell, R. J., Kyriakides, L., Muijs, R. D., & Robinson, W. (2003). Differential teacher effectiveness: Towards a model for research and teacher appraisal. Oxford Review of Education, 29(3), 347-362.

Çelik, S., Arıkan, A., & Caner, M. (2013). In the eyes of Turkish EFL learners: What makes an effective foreign language teacher? Porta Linguarum, 20, 287-297.

Chang, L. Y. (2016). ‘Good’ language teachers: Divergent perspectives. The Electronic Journal for English as a Second Language, 20(3), 1-14.

Coombe, C. (2014). 10 characteristics of highly effective EF/SL teachers. Society of Pakistan English Language Teachers: Quarterly Journal, 28(4), 2-11.

Coombe, C. (2020). Quality education begins with teachers. What are the qualities that make a TESOL teacher great? In J. D. M. Agudo (Ed.), Quality in TESOL and teacher education from a results culture towards a quality culture (pp. 171-184). New York, NY & Oxon: Routledge.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, VA: ASCD.

Demmon-Berger, D. (1986). Effective teaching: Observations from research. Arlington, VA: American Association of School Administrators.

Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2020). Examining the roles of continuing professional development needs and views of research in English language teachers’ success. The Electronic Journal for English as a Second Language (TESL-EJ), 24(3). http://www.tesl-ej.org/pdf/ej95/a2.pdf

Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. New York, NY: Routledge.

Hopkins, D., & Stern, D. (1996). Quality teachers, quality schools: International perspectives and policy implications. Teaching and Teacher Education, 12(5), 501-517.

Inan, B. (2014). A cross-cultural understanding of the characteristics of a good teacher. The Anthropologist, 18(2), 427-432.

Mazer, J. P. (2013). Student emotional and cognitive interest as mediators of teacher communication behaviors and student engagement: An examination of direct and interaction effect. Communication Education, 62, 253-277.

Moafian, F., & Pishghadam, R. (2009) Construct validation of a questionnaire on characteristics of successful Iranian EFL teachers. Pazhuhesh-e ZabanhayeKhareji Journal, 54, 127-142.

Mullock, B. (2003). What makes a good teacher? The perceptions of TESOL postgraduate students. Prospect, 18(3), 3-24

Oder, T. (2014). English language teachers’ perceptions of professional teaching. Teacher Development, 18(4), 482-494.

Olson, D. J. (2015). Exemplary teachers’ perspectives on effective teaching elements in Danielson’s Framework for Teaching (Doctoral dissertation). Walden University, United States -- 102 Minnesota. http://search.proquest.com/pqdtglobal/docview/1747116912/abstract/AFCD1B52A98 E42D0PQ/1

Palardy, G. J., & Rumberger, R. W. (2008). Teacher effectiveness in first grade: The importance of background qualifications, attitudes, and instructional practices for student learning. Educational Evaluation and Policy Analysis, 30(2), 111-140. 

Päuler-Kuppinger, L., & Jucks, R. (2017). Perspectives on teaching: Conceptions of teaching and epistemological beliefs of university academics and students in different domains. Active Learning in Higher Education, 18(1), 63-76.

Pishghadam, R., Derakhshan, A., & Zhaleh, K. (2019). The interplay of teacher success, credibility, and stroke with respect to students’ willingness to attend classes. Polish Psychological Bulletin, 50(4),284-292.

Prodromou, L. (1991). The good language teacher. English Teaching Forum, 29(2), 2-7.

Richards, J. C. (2010). Competence and performance in language teaching. RELC Journal, 41(2), 101-122.

Richards, J. C. (2015). Key issues in language teaching. New York, NY: Cambridge University Press.

Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 130-143.

Soodmand Afshar, H., & Doosti, M. (2013). Exploring the characteristics of effective Iranian EFL teachers from students’ and teachers’ perspectives. Iranian Journal of Applied Language Studies, 6(1), 205-230.

Stobaugh, S., Mittelberg, J., & Huang, X. (2020). Examining K–12 students’ perceptions of student teacher effectiveness. Teacher Development, 24(2), 274-292.

Stronge, J. H. (2007). Qualities of effective teachers. Alexandria, VA: ASCD.

Stronge, J. H., Tucker, P. D., & Hindman, J. L. (2004). Handbook for qualities of effective teachers. Alexandria: ASCD.

Tajeddin, Z., & Alemi, M. (2019). Effective language teachers as persons: Exploring pre-service and in-service teachers’ beliefs. The Electronic Journal for English as a Second Language, 22(4), 1-25.http://www.tesl-ej.org/wordpress/issues/volume22/ej88/ej88a3/

Tsui, A. B. M. (2009). Teaching expertise: Approaches, perspectives and characteristics. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 190-197). Cambridge: Cambridge University Press.

Wichaee, S. (2010). Defining the effective English language teacher: Students’ and teachers’ perspectives. Proceedings of the 35th Conference of JALT, Tokyo.

Williams, M. & Burden, R. (1997). Motivation in language learning: A social constructivist approach. Cahiers de l’APLIUT, 16(3), 19-27.

Zaid, H. (2019). Moroccan English foreign language students’ perceptions of characteristics of effective teachers. International Journal of Educational Researchers, 10(1), 15-27.

Zhao, Y. (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of Teacher Education, 61(5), 422-431.