چکیده:
This study investigated the characteristics of effective secondary school Iranian EFL teachers from students’ and teachers’ perspectives. To this end، 376 junior secondary school students and 32 EFL teachers teaching at various Iranian secondary schools participated in the study. A validated open-ended questionnaire was distributed among the student and teacher participants and asked for their opinions on key characteristics of an effective EFL teacher. A semi-structured interview was also conducted with the teacher participants to investigate why they deemed the characteristics important. The results of the content analysis of the data obtained from the questionnaire and the interview indicated that students and teachers were approximately of the same opinion، both highlighting teachers’ professional qualities (e.g.، knowledge of the subject matter، ability to impart knowledge properly، etc.)، classroom management-related qualities (e.g.، involving all students by assigning pair work/group work activities، assessing their learning progress regularly، etc.)، and interpersonal relationships as being of crucial importance for effective EFL teaching. However، they differed in the degree to which they perceived these qualities to be important.
خلاصه ماشینی:
Roseshine (1971) and Roseshine and Furst (1973, as cited in Williams & Burden, 1997), reviewed a number of studies conducted based on the process-product model and identified some important factors contributing to effective teaching which included clarity of presentations, teacher enthusiasm, variety of activities during lesson, achievement-oriented behaviors in the class, opportunity to learn criterion material, acknowledgement and simulation of student ideas, comments at the beginning and during lessons, and guiding student answers.
Instrumentation In order to investigate the characteristics of effective EFL teachers from students' and teachers' perspective, an open-ended questionnaire was designed by the researchers in which the participants were required to provide as many details as they could think of regarding what made an EFL teacher effective in terms of their professional qualities, classroom management-related qualities, and interpersonal behaviors.
They regarded such classroom management-related qualities as involving all students by assigning pair work/group work activities, assessing their learning progress regularly, and being a good leader as being important in effective EFL teaching.
Characteristics of Effective EFL Teachers from Teachers' Perspective Rank 1 2345 6 7 89 10 11 Characteristics Having sufficient knowledge of the subject Having an up-to-date pedagogical knowledge Seeking professional development opportunities Being a good leader Encouraging participation and interaction in the classroom Employing a variety of techniques to address individual differences Using pair work/group work activities Integrating language skills Motivating and encouraging students Paying equal attention to all the students Noticing students' language errors and dealing with them effectively Frequency (out of 32) 32 31 30 28 27 25 24 22 21 19 18 Percentage 100.