Defining the 'good' English teacher
: Japanese ELICOS students' perceptions

  • Christopher Robert Milne

    Student thesis: Coursework Masters - CDU

    Abstract

    This study investigates the perceptions of Japanese ELICOS students as to the characteristics of good English teachers. The opinions of students from four ELICOS centres were surveyed through the use of five semi-structured interviews, 61 elicited student essays, and 32 questionnaires. The major section of the latter had 43 Likert scale items, partly based on the interviews, directly related to the topic. Students were asked to respond to these and then select and list in rank order those they considered most important. An open-ended component was also included, so as not to limit student responses only to the items given.

    The interviews, which were tape recorded and transcribed, the essays and the write-in answers from the questionnaires were subject to content analysis. This led to the development of three broad organisational categories used to structure the findings, Professional, Affective and Other Factors. The remaining questionnaire data was entered into a matrix and analysed for frequencies, average preferences and ratings.

    The results indicate that although such affective factors as friendliness and enthusiasm are important in students assessing their teachers as 'good', such professional factors as pedagogic skill and the ability to explain well may be equally, and possibly more important. The study concludes by considering implications for teacher education programs and the marketing of ELICOS.
    Date of AwardFeb 1999
    Original languageEnglish
    SupervisorPaul Black (Supervisor)

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