Investigating Teachers’ and Students’ Perceptions of the Qualities of Effective EFL Teachers: A Case Study in a Thai University Context
คำสำคัญ:
qualitative case study, effective EFL teachers, instructional qualities, personal qualities, perceptions, Thai higher educationบทคัดย่อ
This qualitative case study explores teacher and student perceptions of effective English as a Foreign Language (EFL) teacher qualities in a Thai private university and highlights areas of convergence and divergence. Data were derived from five classroom observations and from interviews with six second-year dentistry students and one experienced English teacher. The analysis addresses personal and instructional teacher qualities and considers how cultural, institutional, and contextual factors shape the enactment of these qualities in practice. Thematic analysis with triangulation was used. Findings show strong and broadly equal convergence on clarity and competence, intercultural communication, clear lesson structure, and a task-centered, real-world focus. The teacher gives slightly greater weight to English-medium instruction (EMI)-related qualities (as defined in this study), including academic literacy focus, genre-based instruction, cultivation of students’ research literacy and self-directed inquiry, and field-specific content (e.g., dentistry- and healthcare-related content in English lessons for dentistry students). Students give slightly greater weight to empathy, approachability, feedback, flexibility, face-saving, assessment alignment and transparency, and effective participation architecture (e.g., pair work). Teacher and student preferences diverge somewhat regarding the scope of field-specific content. Overall, both perspectives support balancing academic demands with students’ emotional well-being. With contextual fit, findings may transfer to comparable programs and university English courses in Thai higher education.
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