Learner Perceptions of Effective English as a Foreign Language Teachers: Qualities and Skills

Abstract

This paper reports on developing trends of learner perceptions of effective qualities L2 English (or EFL) teachers. Effective EFL teachers play a key role in successful student learning and academic achievement (Campbell et al., 2004; Markley, 2004). Teachers share their personality with their students through their class instruction and individual interactions. A teacher’s ability to connect with students in a meaningful and personable way is a key aspect of an effective language teacher for learners (Pishgadam et al., 2019). Measuring EFL teacher effectiveness is critical to the improvement of student learning and teacher performance (Agudo, 2019). Teachers function as agents of learning for their students through their facilitation and leadership. Technological developments and the COVID-19 pandemic are important phenomena that have shaped the evolving perceptions of learners about effective EFL teachers. Consequently, there are COVID-19 and post-COVID-19 studies that have explored the technological qualities that EFL tertiary learners desire in their teachers (Rifiyanti, 2020; Tran & Duong, 2021). The increasing development of technology has resulted in the growing acceptance of blended learning modes of education that are becoming commonplace in many higher education institutions (Wright, 2017). Findings from contemporary studies and the researcher’s fieldwork provide relevant and timely updates on learner perceptions available in this research area.