Effective teaching characteristics as perceived by ESL students and instructors

As international students continue to choose to study abroad at U.S universities, the need for student perception of effective teaching needs to be taken into account when creating curriculum and teacher training programs. Previous literature has suggested student perception is a necessary component in a successful classroom and these perceptions are not always shared by instructors who are teaching the classes (Barkhuizen, 1998; Feldman, 1988). The present study aims to highlight main findings of quantitative and qualitative research that examines any disconnect between students and instructors in the classroom. This study utilizes a mixed-methods design to examine the interaction between undergraduate student and instructor perceptions of effective teaching practices in an English as a Second Language context. The data includes responses from a 5-point Likert scale survey that had participants rate the importance of each characteristic trait as being absolutely necessary or not necessary. Additionally, follow-up interviews were conducted in which participants were asked to elaborate on their survey responses and to provide supplementary information to the survey. Analysis of both surveys and follow-up interviews suggest that instructors and students have some difference in degree of value they attach to each characteristic.

Name thesis:degree_name

M.A.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Teaching of English Sec Lang

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2020

Author dc:creator

• Nierenhausen, Megan

Contributors dc:contributor

• Sadler, Randall
• Yan, Xun

• Perception, Effective Teaching

Statement dc:rights

• Copyright 2020 Megan Nierenhausen

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/107895

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/107895