Thai Science and Social Science Undergraduates’ Perceptions toward Effective English Language Teacher Characteristics
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Abstract
This mixed-methods study investigated and compared the perceptions toward forty-five effective English language teacher characteristics of Thai undergraduates in science and social science programs at a private university. These characteristics were categorized into five categories: rapport, delivery, fairness, knowledge and credibility, and organization and preparation. A total of 417 undergraduates (215 in science programs and 202 in social science programs) were purposively selected to participate. A 4-point rating scale questionnaire and focus group interviews were employed to collect data. Quantitative data were analyzed by descriptive and inferential statistics, while qualitative data were analyzed by content analysis. Triangulation of the quantitative and qualitative findings revealed that the science and social science undergraduates had similar perceptions of effective English language teacher characteristics, although the independent samples t-test’s findings indicated some significant differences. Both groups identified rapport as crucial, with commonalities including high ratings for the teacher’s enthusiasm and low ratings for asking questions and randomly calling students to answer. The findings largely align with existing theories on effective English language teaching and offer practical insights for educators and administrators.
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