Abstract:
This mixed-methods study investigates university students’ perceptions of the criteria and
requirements for becoming a good English teacher and identifies which criteria students consider most
important. Data were collected through a survey administered to 319 university students and
complemented by open-ended interviews to gain richer explanations. The results from both sources
revealed a broad spectrum of qualities associated with effective English teaching. Students emphasized
strong English proficiency and a comprehensive understanding of the language system as foundational
competencies, the importance of expertise in implementing the English curriculum, including planning
lessons and delivering instruction aligned with course outcomes. In addition, participants valued
teachers’ ability to integrate technology appropriately to support learning and engagement, and
stressed understanding learners’ developmental processes, suggesting that effective teachers adjust
instruction to students’ levels, needs, and progress. Overall, the findings indicate that students
prioritize a balance of linguistic competence, pedagogical skill, curricular knowledge, technological
awareness, and learner-centered understanding, offering implications for teacher education and
professional development |
