EFL learners’ perceptions of effective English language teachers at universities in Bangladesh: a mixed-methods investigation

Abstract

Teacher effectiveness generally stems from impactful teachers and robust teaching practices that promote meaningful learning. This dissertation employs a concurrent mixed-methods research design to examine 152 EFL students’ perceptions of an effective English language teacher, from two private and two public universities in Bangladesh. A structured questionnaire, categorized into three areas— content knowledge, pedagogical knowledge, and socio-affective skills—was utilized to generate quantitative data on the perceptions of effective English teachers from learners who had completed at least one foundational English course at the university. The quantitative data were analyzed using descriptive statistics, considering gender, academic performance, and types of institutions as independent variables or subgroups. The student subgroups shared similar fundamental views regarding effective English teachers, but subtle differences coexist. First, more female than male students believed that English teachers should possess content knowledge, pedagogical knowledge, and socio-affective skills. Second, low-achieving students were more likely to agree that teachers must show adequate content knowledge, pedagogical skills, and socio-affective abilities. Third, students from private universities valued pedagogical knowledge more than students from public universities. In contrast, public university students placed greater importance on teachers' socio-affective skills than their peers in private institutions. Qualitative data on the same topic were gathered through in-depth interviews with eight students who participated in the quantitative study earlier. This qualitative data was then analyzed thematically to gain insights into students' perspectives about effective English language teachers. The qualitative findings significantly corroborated the quantitative results with minimal divergence. However, the interview data indicated that an effective English teacher can foster positive changes and enhance students' language proficiency through content knowledge, pedagogical knowledge, and socio-affective skills while ensuring a supportive teaching-learning environment contributing to students' academic success. The study's findings have significant implications for English language educators, administrators, and policymakers in fostering the positive attributes of English language teachers at the tertiary level of English education and teacher education programs.