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This paper reports on trends of learner perceptions of effective qualities Second Language (L2) English. The role of teacher personality (Sakkir et al., 2021) and teacher ability to integrate skills developing in L2 English instruction (Lee et al., 2024) play an integral role in successful L2 English tertiary student learning across the world. Teachers share their personality with students through their class instruction and individual interactions. A teacher's ability to connect in a meaningful and personable way through their interpersonal skills is a key aspect of an effective language teacher for L2 English learners (Pishgadam et al., 2021). Measuring L2 English teacher effectiveness is critical to the improvement of student learning and teacher performance (Agudo, 2019). Teachers function as agents of learning for their students through their facilitation and leadership. Technological developments and the COVID-19 pandemic are important phenomena that have shaped the evolving perceptions of learners about effective L2 English teachers. tested, there are COVID-19 and post-COVID-19 studies that have explored the technological qualities that L2 English tertiary learners desire in their teachers (Rifiyanti, 2020; Tran & Duong, 2020). The increasing development of technology has resulted in the growing acceptance of their use in L2 English tertiary language learning spaces (Yang & Li, 2024). Findings presented in this paper are discussed in the context of the researcher's Japan-based fieldwork and a culturally diverse range of contemporary studies that provide relevant and timely updates on learner perceptions available in this research area.
Research papers (proceedings of international meetings)
