Students’ Perceptions of Effective English Teachers: A Study of Intermediate-low Level University Students in Korea
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The purpose of this paper is to investigate Korean intermediate-low level university students’ perceptions of the attributes of effective Korean English teachers. Data were collected through a 43-item Likert-scale questionnaire covering five categories: personal characteristics, rapport, delivery, knowledge and credibility, and preparation and organization. The findings of the study provided a close look at what attributes intermediate-low level Korean university students consider to be important in order to be an effective English teacher. The participants placed high importance on how English teachers delivered instruction in class. Teachers’ strong professional knowledge and skills particularly about grammar and vocabulary were, also considered important. Finally, those who showed interest in fostering relationships with their students and those with positive attitudes, friendliness, and patience were also regarded as effective English teachers. Based on the findings, implications for teachers are provided.
Abstract
The purpose of this paper is to investigate Korean intermediate-low level university students’ perceptions of the attributes of effective Korean English teachers. Data were collected through a 43-item Likert-scale questionnaire covering five categories: personal characteristics, rapport, delivery, knowledge and credibility, and preparation and organization. The findings of the study provided a close look at what attributes intermediate-low level Korean university students consider to be important in order to be an effective English teacher. The participants placed high importance on how English teachers delivered instruction in class. Teachers’ strong professional knowledge and skills particularly about grammar and vocabulary were, also considered important. Finally, those who showed interest in fostering relationships with their students and those with positive attitudes, friendliness, and patience were also regarded as effective English teachers. Based on the findings, implications for teachers are provided.
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