What Makes an Effective EFL Teacher From Saudi Preuniversity Students’ Perspective

Abstract

The successful output of language learning process should ensure effective inputs by the key figures (teacher, student, stakeholder, and curricula) of education. This study aimed to examine preuniversity students’ perceptions on the attributes of an effective English as a Foreign Language (EFL) teacher in Saudi Arabia. Mixed-methods research design was applied to a sample of 231 students (135 males & 96 females) enrolled in the preparatory year program at a Saudi public university in the southern region of Saudi Arabia. The data were collected using two instruments: 5-point Likert-type scale and open-ended questions. The students’ responses on the closed questionnaire were analyzed using descriptive analysis and independent t test, whereas the data from the open-ended questions were analyzed by chi-square (cross tabulation) and MS Excel using thematic analysis. The findings indicated that 88% of Saudi preuniversity students agree on the high importance of the attributes of personality, methodology, and language knowledge that make an effective EFL teacher. Cultural awareness is of significance to the effectiveness of EFL teacher. However, gender was reported as an insignificant variable to the effectiveness of EFL teacher. In addition, fame, age, and country of EFL teachers did not reveal any connection to the teaching effectiveness of EFL teachers. Recommendations, implications, and suggestions for future research are discussed.