The Effective English Language Teacher from the Perspectives of Turkish Preparatory School Students [electronic resource] / Arda Arikan, Duygu Taser and H. Sezgi Sarac-Suzer.
In this study, Turkish EFL students' conceptualization of an effective English language teacher is studied. A survey formerly developed by Yu-Hsin (1999) was adapted and administered to 100 foreign language learners studying at two state universities' English language preparatory schools....
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2008.
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MARC
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| 100 | 1 | |a Arikan, Arda. | |
| 245 | 1 | 4 | |a The Effective English Language Teacher from the Perspectives of Turkish Preparatory School Students |h [electronic resource] / |c Arda Arikan, Duygu Taser and H. Sezgi Sarac-Suzer. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2008. | ||
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| 500 | |a Educational level discussed: Higher Education. | ||
| 500 | |a Educational level discussed: Postsecondary Education. | ||
| 516 | |a Text (Journal Articles) | ||
| 516 | |a Text (Reports, Research) | ||
| 520 | |a In this study, Turkish EFL students' conceptualization of an effective English language teacher is studied. A survey formerly developed by Yu-Hsin (1999) was adapted and administered to 100 foreign language learners studying at two state universities' English language preparatory schools. Also, participants' written responses were collected to understand the qualities attributed to the effective teacher. Results show that an effective teacher is a friendly, young, enthusiastic, creative, and humorous person whose gender is not important. Also, students expect the teacher to be a native speaker of Turkish, but fluent in English, someone who likes to play educational games, and who teaches grammar effectively by using real life situations to explain language items. Also, students claim that an effective English language teacher has correct pronunciation. (Contains 5 tables and 1 appendix.) | ||
| 524 | |a Online Submission, Education and Science v33 n150 p42-51 2008. |2 ericd. | ||
| 650 | 0 | 7 | |a Pronunciation. |2 ericd. |
| 650 | 0 | 7 | |a State Universities. |2 ericd. |
| 650 | 0 | 7 | |a Educational Games. |2 ericd. |
| 650 | 0 | 7 | |a Native Speakers. |2 ericd. |
| 650 | 0 | 7 | |a English (Second Language) |2 ericd. |
| 650 | 0 | 7 | |a Second Language Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Second Language Learning. |2 ericd. |
| 650 | 0 | 7 | |a Second Languages. |2 ericd. |
| 650 | 0 | 7 | |a Language Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Student Evaluation of Teacher Performance. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Personality Traits. |2 ericd. |
| 650 | 0 | 7 | |a Grammar. |2 ericd. |
| 650 | 0 | 7 | |a Humor. |2 ericd. |
| 650 | 0 | 7 | |a Language Fluency. |2 ericd. |
| 650 | 0 | 7 | |a Student Surveys. |2 ericd. |
| 650 | 0 | 7 | |a Questionnaires. |2 ericd. |
| 650 | 0 | 7 | |a College Students. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 700 | 1 | |a Taser, Duygu. | |
| 700 | 1 | |a Sarac-Suzer, H. Sezgi. | |
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