This paper reports on trends in learners' perceptions of effective elements in second language (L2) English education. Teacher personality (Sakkir et al., 2021) and the ability to utilize technology in L2 English instruction (Lee et al., 2024) play essential roles in the success of L2 English learning at universities worldwide. Teachers convey their personality to students through classroom and individual interactions. A teacher's ability to connect with learners in a meaningful and approachable way through interpersonal skills is a crucial aspect of being an effective language teacher for second language learners (Pishgadam et al., 2021). Measuring the effectiveness of second language English teachers is critical for improving student learning and teacher performance (Agudo, 2019). Teachers play a role as mediators in student learning through instruction and leadership. Technological advancements and the COVID-19 pandemic have been significant phenomena shaping changes in learners' perceptions of effective second language English teachers. As a result, there are COVID-19 and post-COVID-19 studies exploring the technical skills that university-level learners of English as a second language expect from their teachers (Rifiyanti, 2020; Tran & Duong, 2020). With the rapid advancement of technology, the use of technology in English as a second language learning in higher education is becoming increasingly accepted (Yang & Li, 2024). The findings presented in this paper will be discussed within the context of this research.
