WEEK 7 WORKSHEET

ILTL (Issues on Language Teaching and Learning) A

Thursday, May 2, 2024

Intan Ghifra Tsani (20220810010)

Annisa Rizki Amalia (20220810019)

Lintang Vikhasri P. H. (20220810022)

This study aimed to identify the characteristics of effective English language

teachers (EELT) from the perspectives of Iranian learners and teachers. A survey was
conducted among 215 students and 59 teachers in Iranian language centres, high schools,
and universities. The findings revealed that teachers prioritised homework and group
projects, while students valued teaching English to Persian-speaking learners. Teachers
believed a teacher needed expertise in pedagogy, fluency in the target language, and the
ability to use specific strategies. Students also valued a teacher's demeanour and
mannerisms. Successful English language teachers are motivated, knowledgeable, and
committed to professional development. They possess human attributes like warmth,
sympathy, and tolerance. In Croatia, criteria for training foreign language teachers have
been developed, focusing on fourteen competencies. Students value pedagogical
understanding, while teachers prioritise fluency in the English language. Effective teaching
tactics require understanding stakeholder expectations. The study found that gender does
not significantly affect a teacher's effectiveness, but it can affect how students perceive
them. Female students believed male professors were more successful, while male
participants believed female lecturers were more effective. Teachers believed that success
was pedagogy and language grasp. Notoriety also affected teachers' performance, but
pupils felt negatively about it. The study recommends that teacher education programs
invest more in enhancing students' English ability to develop competent teachers.

Shishavan, H. B., & Sadeghi, K. (2009b, December). Characteristics of an Effective English

Language Teacher as Perceived by Iranian Teachers and Learners of English.
https://files.eric.ed.gov/fulltext/EJ1083690.pdf