Characteristics of a Good EFL Teacher: Omani EFL Teacher and Student Perspectives

Autor/inn/en	Al-Mahrooqi, Rahma; Denman, Christopher; Al-Siyabi, Jamila; Al-Maamari, Faisal
Titel	Characteristics of a Good EFL Teacher: Omani EFL Teacher and Student Perspectives
Quelle	In: SAGE Open, 5 (2015) 2, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244015584782
Schlagwörter	Foreign Countries; Teacher Characteristics; Teacher Effectiveness; Language Teachers; Second Language Instruction; English (Second Language); Teacher Attitudes; Student Attitudes; Language Proficiency; Secondary School Teachers; High School Students; Cultural Awareness; Technology Uses in Education; Oman + Suchen Sie Ihr Suchwort? Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Language teacher; Sprachunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Cultural identity; Kulturelle Identität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Researchers have long been interested in the characteristics associated with "good" teaching. However, most relevant studies have been conducted in Western contexts. As cultural background has a strong influence on the way good teaching is perceived, it was considered important to explore this issue in the Arab Gulf. The current study sought to compare Omani school students' and teachers' perceptions of the characteristics of good English as a foreign language (EFL) teachers in the Omani context. To achieve this, 171 Omani students and 233 English teachers responded to a seven-category, 68-item questionnaire utilizing a 4-point Likert-type response key. Descriptive statistics and "t" tests were used to determine perceptions of good teacher characteristics and differences between students' and teachers' responses. Results indicate that Omani students and teachers generally agree about the importance of all characteristic categories, with those related to English language proficiency and treating students equally being of special importance. Participants also agreed that knowledge of Western culture/s and the use of technology were relatively unimportant. Implications of these findings for EFL teaching in Oman are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01