Non-English Majored Students’ Perceptions of Successful EFL Teachers: A Case Study

Abstract

From the perspective of non-English majored students, numerous factors regulate the definition of successful EFL teachers, not only the pedagogical knowledge or teaching methodology. Therefore, this study investigated non-English majored students’ perceptions of successful EFL teachers. First, the preliminary pilot study was conducted to list the necessary factors students thought teachers should have to become ideal EFL teachers. The pilot study was then modified and officially carried out with 110 students of six majors currently studying at the University of Transport Ho Chi Minh City (UTH). Then, a 6-Likert Scale questionnaire was used as a primary instrument to collect the data for the study. The results reveal that the 12 successful teachers’ factors mostly fall into three main themes, “Teachers’ knowledge and English teaching skills,” “Teachers’ motivational factors,” and “Teachers’ qualities.” Furthermore, the study found that although teachers’ knowledge and English teaching skills play an essential role in defining a successful teacher, the factors related to motivational strategies and teachers’ distinct qualities also have their value.