Turkish university EFL students' and instructors' views on the concepts of the good (English) foreign language teacher

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buir.advisorDurrant, Philip
buir.type.qualificationlevelMaster's
buir.type.qualificationnameMA (Master of Arts)
buir.type.qualificationtitleTeaching English as a Foreign Language
dc.contributor.authorÖnem, Dilek
dc.date.accessioned2016-01-08T18:17:28Z
dc.date.available2016-01-08T18:17:28Z
dc.date.issued2009
dc.descriptionAnkara : The Department of Teaching English as a Foreign Language, Bilkent University, 2009.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2009.en_US
dc.descriptionIncludes bibliographical references leaves 81-84.en_US
dc.description.abstractThe objective of this study is to investigate Turkish University EFL students‟ and instructors‟ views on the characteristics of a good (English) foreign language teacher. Additionally, the study attempts to explore whether cultural and contextual differences lead to different views of what constitutes a good (English) foreign language teacher with reference to the related literature. The participants of the study were 300 students of upper intermediate, intermediate and pre-intermediate classes and 56 instructors from Erciyes University School of Foreign Languages (EU SFL), in the spring term of 2008-2009 academic year. In order to gather the necessary data from the participants, a Likert type questionnaire developed by the researcher was used as an instrument. Quantitative data analysis techniques were used to analyze the data. Descriptive and inferential statistics both for the scales and the items in each scale of the given questionnaire were used in order to explore both students‟ and instructors‟ views on the qualities of a good (English) foreign language teacher. It is found that all aspects of good teaching were considered important by both groups, including personal qualities, socio-affective skills, academic qualitie and teaching qualities. The only significant difference between the students‟ and the instructors‟ views was seen in good language teacher‟s socio-affective skills. Compared to the instructors, the students endorsed this aspect more. The findings of the study may be beneficial for (English) foreign language teachers, language teacher education programs and trainers to improve effective foreign language teaching.en_US
dc.description.provenanceMade available in DSpace on 2016-01-08T18:17:28Z (GMT). No. of bitstreams: 1 0006107.pdf: 898400 bytes, checksum: 18205864b758e4db26603d614974cf3c (MD5)en
dc.description.statementofresponsibilityÖnem, Dileken_US
dc.format.extentxiii, 104 leavesen_US
dc.identifier.urihttp://hdl.handle.net/11693/15362
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subject(English) foreign language teachingen_US
dc.subjectgood teacheren_US
dc.subjectperceptionen_US
dc.subject.lccPE1068.T8 O54 2009en_US
dc.subject.lcshLanguage teachers--Turkey.en_US
dc.subject.lcshEnglish language--Study and teaching (Higher)--Turkish speakers.en_US
dc.titleTurkish university EFL students' and instructors' views on the concepts of the good (English) foreign language teacheren_US
dc.typeThesisen_US

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