Characteristics of Effective English Language Teachers as Perceived by Intensive English and Matriculated Thai Students

Abstract

Students’ perceptions of the characteristics of effective language teachers vary from culture to culture and may also vary among students in different types of programs at the same institution. This study compares the perceptions from students of English language teachers in two distinct programs of a liberal arts college within a single Thai university: those of the students enrolled in an intensive English program (IEP) in the college’s language preparation center (n = 124) and those of matriculated students taking required English classes in their first year of studies at the university (n = 226). Responses were collected from both groups using a survey that measures perceptions of effective teachers in seven areas: general characteristics, affective variables, knowledge about students, pedagogical knowledge, content knowledge, knowledge about classroom management, and professional development. There was a statistically significant difference in students’ responses in the areas of knowledge about oneself-affective variables, knowledge about students, and content knowledge about teaching and learning. This study highlights intra-institutional differences in students’ perceptions of the characteristics of effective English teachers and will be of use to educators who wish to understand and manage their students’ expectations in the language classroom.