Japanese learner perceptions on the making of a good teacher

Andrew Leichsenring, Blagoja Dimoski

Teachers can have a deep and long-lasting impact on learners and their learning outcomes. When teacher influence manifests negatively, it can lead to classroom anxiety (Williams & Andrade, 2008) and decreased motivation (Azer, 2005). Conversely, positive teacher influence can contribute to learners' knowledge and skill acquisition, as well as a positive learning environment (Jahangiri & Mucciolo, 2016). This study was inspired by the lack of contemporary research on Japanese learners' perceptions of positive teacher attributes. This small, mixed-methods study used questionnaires and blogs to elicit participants' preferred teacher attributes, which were then illustrated in reflective, experience-based blog posts. The results of the study, involving 35 Japanese university students, showed that learners most commonly perceived good teachers as those who were friendly, knowledgeable, empathetic, enthusiastic about teaching, and humorous.

Rethinking ELT in Higher Education: Proceedings of the 11th International Symposium on Teaching English at Tertiary Level

The Hong Kong Polytechnic University

254

271

9789623678094

9789623678094

https://doi.org/10.5281/zenodo.20345300

https://www.researchgate.net/publication/378877320_Japanese_learner_perceptions_on_the_making_of_a_good_teacher#fullTextFileContent

0000-0003-3817-7795