Non-English Majored Students’ Perceptions of Successful EFL Teachers: A Case Study
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Date
2022-03
Authors
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Journal ISSN
Volume Title
Publisher
Trường Đại học Hoa Sen
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.
Description
145p
Keywords
successful EFL teachers, non-English majored students’ perceptions