Teachers can have a profound and long-term impact on learners and their learning outcomes. In its negative form, teachers’ impact can provoke classroom-based learning anxiety (Williams & Andrade, 2008) and demotivation (Azer, 2005). Positive teacher influences, on the other hand, can contribute to learner knowledge, skill acquisition, and a positive learning environment (Jahangiri & Mucciolo, 2016). The current study was derived from an absence of contemporary research into Japanese learner perceptions of positive teacher attributes. This small mixed-methods study employed a questionnaire and a blog to elicit the participants’ favorite teacher attributes and exemplify them in reflective, experiential-based, written blog accounts. Findings from the thirty-five Japanese undergraduates participating in this research indicated that learners most commonly perceived good teachers to be those who are friendly, knowledgeable, empathetic, enthusiastic about teaching, and humorous.
Research papers (proceedings of international meetings)
