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Common Characteristics Of An Effective English Language Teacher

Year 2013, Volume: 4 Issue: 3, 1 - 8, 01.09.2013

Ali Dinçer , Ali Göksu Ayşegül Takkaç Mine Yazıcı

Abstract

Effective learning is strongly related to effective teacher and effective teaching. In this concept, teachers’ characteristics gain crucial importance in understanding and lessening the problems and difficulties hindering students’ long lasting learning process. The aim of this study is to present a literature review about the features of an effective English language teacher by comprising of the common characteristics in the studies and to give some pedagogical suggestions for English language teachers on how to increase their effectiveness in the classroom. Therefore, over 30 studies conducted in foreign language education area were overviewed and main characteristics of an effective English language teacher mostly cited in these studies were categorized under four headings. These four categories are as follow: socio-affective skills, pedagogical knowledge, subject-matter knowledge and personality characteristics. Findings showed that an English language teacher should have socio-affective skills, pedagogical knowledge, subject matter knowledge and personal qualities for better language teaching and learning. In addition, an effective English language teacher should have a balanced combination of these four main aspects.

Keywords

effective English language teacher socio-affective skills pedagogical knowledge subject matter knowledge

References

  • Arıkan, A. (2010). Effective English language teacher from the perspectives of prospective and in-service teachers in Turkey. Electronic Journal of Social Sciences, 9(31), 209-223.
  • Arıkan, A., Taşer, D., & Saraç-Süzer, H. S. (2008). The effective English language teacher from the perspectives of Turkish preparatory school students. Education and Science, 33(150), 42-51.
  • Aydın, B., Bayram, F., Canıdar, B., Çetin, G., Ergünay, O., Özdem, Z., & Tunç, B. (2009). Views of English language teachers on the affective domain of language teaching in Turkey. Anadolu University Journal of Social Sciences, 9(1), 263-280.
  • Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31.
  • Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign Language Annals, 29, 125Brown, H.D. (1978). The good language teacher: Coping with the effect of affect. Catesol Occasional Papers, 4, 33-39.
  • Cheung, H. Y. (2006). The measurement of teacher efficacy: Hong Kong primary in-service teachers. Journal of Education for Teaching: International research and pedagogy, 32(4), 435-451.
  • Clark, J. C., & Walsh, J. (2002). Elements of a model of effective teachers. Paper presented at AARE Conference, Brisbane, 1–5 December. Retrieved from http://www.aare.edu.au/02pap/wal02220.htm Cruickshank, D. L., Bainer, D. L. & Metcalf, K. K. (1999). The act of teaching, 2nd Edition. Boston: McGrawHill.
  • Cruickshank, D. R., & Haefele D. (2001). Good teachers, plural. Educational Leadership, 58(5), 26-30.
  • Follman, J. (1995). Elementary public school pupil rating of teacher effectiveness. Child Study Journal, 25(1), 57Ghasemi, B., and Hashemi, M. (2011). The study of the characteristics of successful English language teachers from the view point of the English language students of Islamic Azad University, Hamedan Branch. Procedia - Social and Behavioral Sciences, 28, 411-415.
  • Karen, S. (2001). First year experiences series: Being a more effective learner. University of Sidney Learning Centre Publishing. Australia: Sidney Retrieved from http://sydney.edu.au/stuserv/documents/learning_centre/EffectiveLearner.pdf
  • Koutsoulis, M. (2003). The characteristics of the effective teacher in Cyprus public high school: The students’ perspective. Arlington, VA: American Association of School Administrators. (ERIC Eric Document Reproduction Service No. 478 761)
  • Malikow, M. (2006). Effective teacher study. National Forum of Teacher Education Journal, 16(3), 1-9.
  • Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E. & James, T. L. (2002). Preservice teachers’ educational beliefs and their perceptions of characteristics of effective teachers. Journal of Educational Research, 96(2), 116-127.
  • Oxford Advanced Learner’s Dictionary (6th Ed.) (2006). Oxford: Oxford University Press.
  • Park, G. P. & Lee, H. W. (2006). The characteristics of effective English teachers as perceived by high school teachers and students in Korea. Asia Pacific Education Review, 7(2), 236-248.
  • Sanderson, D. (1983). Modern language teachers in action: A report on classroom practice. York: Language Materials Development Unit of the University of York.
  • 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.
  • Scoulller, K. (2001). First year experiences series: Being a more effective learner. University of Sidney Learning Centre Publishing. Retrieved from http://sydney.edu.au/stuserv/documents/learning_centre/EffectiveLearner.pdf
  • Steinberg, R. J., & Horvath, J. A. (1995). A prototype view of expert teaching. Educational Researcher, 24(6), 9Xiaojun Shi, B. A. (2005). What matters? The full-time graduate students’ perceptions of teacher effectiveness. Unpublished Master’s Thesis, Brock University, St. Catharines, Ontario.
  • Walls, R. T., Nardi, A. H., Minden, A. M., & Hoffman, N. (2002). The characteristics of effective and ineffective teachers. Teacher Education Quarterly, 29(1), 39-48.
  • Wei, M., den Brok, P. & Zhou, Y. (2009). Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China. Learning Environments Research, 12(3), 157-174.
  • Werbinska, D. (2009). A profile of effective teacher of English: A qualitative study from Poland. Haccetepe University Journal of Education, 36, 306-315.
  • Wichadee, S. (2010). Defining the effective English language teacher: Students’ and teachers’ perspectives. In A. M. Stoke (Ed.), JALT2009 Conference Proceedings. Tokyo: JALT.
  • Witcher, A., Onwuegbuzie, A., & Minor, L. (2001). Characteristics of effective teachers: Perceptions of preservice teachers. Research in the Schools, 8(2), 45-57.
  • Wong H. K., & Wong, R. T. (1998). The first days of school. Mountain View, CA: Harry K. Wong Publications.
  • Yu-Hsin, T. (1999). Examining student perceptions of the ideal English language instructor. Hwa Kang Journal of TEFL, 5, 1-26.

Year 2013, Volume: 4 Issue: 3, 1 - 8, 01.09.2013

Ali Dinçer , Ali Göksu Ayşegül Takkaç Mine Yazıcı

Abstract

Etkili öğrenme, etkili öğretmen ve öğretimle yakından ilişkilidir. Bu bağlamda, öğretmenlerin özellikleri öğrencilerin uzun soluklu öğrenme süreçlerini engelleyen zorlukları ve problemleri azaltma ve anlamada büyük önem arz eder. Bu çalışmanın amacı, öğretmen eğitimiyle ilgili araştırmalarda yer alan ortak özellikleri araştırarak etkili İngilizce öğretmeninin özellikleri hakkında bir literatüre özeti sunmak ve İngilizce öğretmenlerinin sınıf içindeki etkinliklerinin nasıl artırılmasına dönük bir takım pedagojik öneriler sunmaktır. Bu amaçla, yabancı dil öğretim alanında yapılmış 30’ dan dan fazla çalışma gözden geçirilmiş ve bu çalışmalarda en fazla konu edinilen etkili İngilizce öğretmeninin temel özellikleri dört temel başlık altında toplanmıştır. Bu dört kategori sırasıyla sosyoduyusşal beceriler, pedagojik bilgi, alan bilgisi ve kişisel özelliklerdir. Çalışmanın sonuçlarına göre bir İngilizce öğretmeni daha iyi dil öğretimi ve öğrenimi için sosyo-duyusşal becerilere, pedagojik bilgiye, alan bilgisine ve kişisel niteliklere sahip olmalıdır. Ayrıca etkili bir İngilizce öğretmeni bu dört temel yönün özelliklerine eşit bir şekilde sahip olmalıdır.

Keywords

etkili İngilizce öğretmeni sosyo-duyusşal beceriler pedagojik bilgi alan bilgisi

References

  • Arıkan, A. (2010). Effective English language teacher from the perspectives of prospective and in-service teachers in Turkey. Electronic Journal of Social Sciences, 9(31), 209-223.
  • Arıkan, A., Taşer, D., & Saraç-Süzer, H. S. (2008). The effective English language teacher from the perspectives of Turkish preparatory school students. Education and Science, 33(150), 42-51.
  • Aydın, B., Bayram, F., Canıdar, B., Çetin, G., Ergünay, O., Özdem, Z., & Tunç, B. (2009). Views of English language teachers on the affective domain of language teaching in Turkey. Anadolu University Journal of Social Sciences, 9(1), 263-280.
  • Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31.
  • Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign Language Annals, 29, 125Brown, H.D. (1978). The good language teacher: Coping with the effect of affect. Catesol Occasional Papers, 4, 33-39.
  • Cheung, H. Y. (2006). The measurement of teacher efficacy: Hong Kong primary in-service teachers. Journal of Education for Teaching: International research and pedagogy, 32(4), 435-451.
  • Clark, J. C., & Walsh, J. (2002). Elements of a model of effective teachers. Paper presented at AARE Conference, Brisbane, 1–5 December. Retrieved from http://www.aare.edu.au/02pap/wal02220.htm Cruickshank, D. L., Bainer, D. L. & Metcalf, K. K. (1999). The act of teaching, 2nd Edition. Boston: McGrawHill.
  • Cruickshank, D. R., & Haefele D. (2001). Good teachers, plural. Educational Leadership, 58(5), 26-30.
  • Follman, J. (1995). Elementary public school pupil rating of teacher effectiveness. Child Study Journal, 25(1), 57Ghasemi, B., and Hashemi, M. (2011). The study of the characteristics of successful English language teachers from the view point of the English language students of Islamic Azad University, Hamedan Branch. Procedia - Social and Behavioral Sciences, 28, 411-415.
  • Karen, S. (2001). First year experiences series: Being a more effective learner. University of Sidney Learning Centre Publishing. Australia: Sidney Retrieved from http://sydney.edu.au/stuserv/documents/learning_centre/EffectiveLearner.pdf
  • Koutsoulis, M. (2003). The characteristics of the effective teacher in Cyprus public high school: The students’ perspective. Arlington, VA: American Association of School Administrators. (ERIC Eric Document Reproduction Service No. 478 761)
  • Malikow, M. (2006). Effective teacher study. National Forum of Teacher Education Journal, 16(3), 1-9.
  • Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E. & James, T. L. (2002). Preservice teachers’ educational beliefs and their perceptions of characteristics of effective teachers. Journal of Educational Research, 96(2), 116-127.
  • Oxford Advanced Learner’s Dictionary (6th Ed.) (2006). Oxford: Oxford University Press.
  • Park, G. P. & Lee, H. W. (2006). The characteristics of effective English teachers as perceived by high school teachers and students in Korea. Asia Pacific Education Review, 7(2), 236-248.
  • Sanderson, D. (1983). Modern language teachers in action: A report on classroom practice. York: Language Materials Development Unit of the University of York.
  • 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.
  • Scoulller, K. (2001). First year experiences series: Being a more effective learner. University of Sidney Learning Centre Publishing. Retrieved from http://sydney.edu.au/stuserv/documents/learning_centre/EffectiveLearner.pdf
  • Steinberg, R. J., & Horvath, J. A. (1995). A prototype view of expert teaching. Educational Researcher, 24(6), 9Xiaojun Shi, B. A. (2005). What matters? The full-time graduate students’ perceptions of teacher effectiveness. Unpublished Master’s Thesis, Brock University, St. Catharines, Ontario.
  • Walls, R. T., Nardi, A. H., Minden, A. M., & Hoffman, N. (2002). The characteristics of effective and ineffective teachers. Teacher Education Quarterly, 29(1), 39-48.
  • Wei, M., den Brok, P. & Zhou, Y. (2009). Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China. Learning Environments Research, 12(3), 157-174.
  • Werbinska, D. (2009). A profile of effective teacher of English: A qualitative study from Poland. Haccetepe University Journal of Education, 36, 306-315.
  • Wichadee, S. (2010). Defining the effective English language teacher: Students’ and teachers’ perspectives. In A. M. Stoke (Ed.), JALT2009 Conference Proceedings. Tokyo: JALT.
  • Witcher, A., Onwuegbuzie, A., & Minor, L. (2001). Characteristics of effective teachers: Perceptions of preservice teachers. Research in the Schools, 8(2), 45-57.
  • Wong H. K., & Wong, R. T. (1998). The first days of school. Mountain View, CA: Harry K. Wong Publications.
  • Yu-Hsin, T. (1999). Examining student perceptions of the ideal English language instructor. Hwa Kang Journal of TEFL, 5, 1-26.
There are 26 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ali Dinçer

Ali Göksu This is me

Ayşegül Takkaç This is me

Mine Yazıcı This is me

Publication Date September 1, 2013
Published in Issue Year 2013 Volume: 4 Issue: 3

Cite

APA Dinçer, A., Göksu, A., Takkaç, A., Yazıcı, M. (2013). Common Characteristics Of An Effective English Language Teacher. International Journal of Educational Researchers, 4(3), 1-8.