Pertanika Journal of Social Sciences & Humanities
Pertanika Journal Home Facebook
Pertanika · Universiti Putra Malaysia Press

Pertanika Journal of Social Sciences & Humanities

Official journal of Universiti Putra Malaysia for scholarly work across the social sciences, humanities and related interdisciplinary fields.

e-ISSN 2231-8534 ISSN 0128-7702
Browse latest issue Author guidelines Submit Here
Research article

The Jewels in English Language Teaching: Attributes of Quality English Language Teachers in Second Language Setting

Norazrina Ag-Ahmad, Ahmad Thamrini Fadzlin Syed Mohamed and Erda Wati Bakar

Volume 32, Issue 1 March 2024 Published 19 March 2024
https://doi.org/10.47836/pjssh.32.1.02
KeywordsEnglish language teaching (ELT), phenomenological approach, social-emotional domain, teacher training, quality English language teacher
Article content

Abstract

The growing demand for high-quality English language teachers who can effectively facilitate language learning has prompted the need for research in this area. By utilising a phenomenological approach and in-depth interviews, this study explores the lived experiences of ten experienced English language teachers from the Eastern part of Malaysia and five stakeholders in the English language teaching (ELT) field. The aim is to gain insights into their perceptions of what constitutes a quality English language teacher. The findings highlight that passion for teaching, cognitive abilities, social-emotional competencies, personality traits and a concept of ‘going beyond teaching’ are crucial for quality teachers. This research contributes to a deeper understanding of essential attributes that define a quality English language teacher, enabling teacher training institutions to refocus their curriculum and incorporate courses that prepare teachers holistically and enhance second language teaching and learning, particularly in the social-emotional domain. Several recommendations for including specific components in teacher training programs are also discussed.
Supporting literature

References

  1. Adebola, L. O., Ana, M., Claudia, Q., & Boris, A. (2020). Precarious employment in the Chilean English language teaching industry. Universal Journal of Educational Research, 8(11B), 6000–6013. https://doi.org/10.13189/ujer.2020.082236
  2. Ahmmed, R., Sinha, B. S., Khan, R. & Islam, D. M. (2020). A needs analysis of maritime English language skills for Bangladeshi seafarers to work on-board ships. Marine Policy, 119, Article 104041. https://doi.org/10.1016/j.marpol.2020.104041
  3. Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review, 34(3), 1177-1216. https://doi.org/10.1007/s10648-021-09649-y
  4. Aziz, A. M. S., & Uri, M. N. F. (2017). CEFR in Malaysia: Current issues and challenges in the implementation of the framework. Proceeding of the 3rd International Conference on Language Testing and Assessment, Shanghai, China, 1-12. British Council. https://www.researchgate.net/publication/327980406_CEFR_in_Malaysia_Current_issues_and_challenges_in_the_implementation_of_the_framework
  5. Bardach, L., & Klassen, R. M. (2020). Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. Educational Research Review, 30, Article 100312. https://doi.org/10.1016/j.edurev.2020.100312
  6. Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury.
  7. Bradford, K., Pendergast, D., & Grootenboer, P. (2021). What is meant by “teacher quality” in research and policy: A systematic, quantitative literature review. Education Thinking, 1(1), 57–76.
  8. Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. Sage Publications.
  9. Carbonneau, N., Vallerand, R. J., Fernet, C., & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal of Educationa; Psychology, 100(4), 977–987. https://doi.org/10.1037/a0012545
  10. Choi, C. A. (2021). Segmented pathways of educational mobility: English language schools, working holidays, and divergent prospects among South Korea’s global youth. Global Networks, 21(1), 40-63. https://doi.org/10.1111/glob.12307
  11. Cousin, G. (2006). An introduction to threshold concepts. Planet, 17(1), 4–5. https://doi.org/10.11120/plan.2006.00170004
  12. Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do (1st ed.). Jossey-Bass. https://www.academia.edu/79583358/Preparing_teachers_for_a_changing_world
  13. Day, C. (2004). A passion for teaching. Routledge. https://doi.org/10.4324/9780203464342
  14. Di Paolo, A., & Tansel, A. (2019). English skills, labor market status and earnings of Turkish women. Empirica, 46, 669–690. https://doi.org/10.1007/s10663-019-09434-9
  15. Freeman, D., & Richards, J. C. (1993). Conceptions of teaching and the education of second language teachers. TESOL Quarterly, 27(2), 193–126. https://doi.org/10.2307/3587143
  16. Fried, R. L. (2001). The passionate teacher: A practical guide. Beacon Press.
  17. Gale, N. K., Heath, G., Cameron, E., Rashid, S., & Redwood, S. (2013). Using the framework method for the analysis of qualitative data in multi-disciplinary health research. BMC Medical Research Methodology, 13(1), 117-124. https://doi.org/10.1186/1471-2288-12-117
  18. Gill, R. S. (2013). Enhancing English teacher language proficiency: The Malaysian experience. British Council. https://www.britishcouncil.or.th/sites/default/files/dr.ranjit.pdf
  19. Goe, L., & Stickler, L. M. (2008). Teacher quality and student achievement: Making the most of recent research. National Comprehensice Center for Teacher Quality. https://files.eric.ed.gov/fulltext/ED520769.pdf
  20. Goh, P. S. C., & Canrinus, E. T. (2019). Preservice teachers’ perception of program coherence and its relationship to their teaching efficacy. Pertanika Journal of Social Sciences and Humanities, 27(T2), 27-45.
  21. Goh, P. S. C., & Wong, K. T. (2015). Exploring the challenges for teacher educators. Journal of Research, Policy & Practice of Teachers & Teacher Educatiom, 5(1), 37–45. http://ejournal.upsi.edu.my/article/2016AR001210
  22. Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough?: An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903
  23. Guest, G., Namey, E., & Chen, M. (2020). A simple method to assess and report thematic saturation in qualitative research. PLoS ONE, 15(5), 1–17. https://doi.org/10.1371/journal.pone.0232076
  24. Hamid, S. R. A., Hassan, S. S. S., & Ismail, N. A. H. (2012). Teaching quality and performance among experienced teachers in Malaysia. Australian Journal of Teacher Education, 37(11), 85–103. https://doi.org/10.14221/ajte.2012v37n11.2
  25. Hiew, W., Tibok, R. P., Ngui, W., Gabda, D., & Suyansah, Q. (2021). Science graduate employability and English language proficiency: Findings from a Malaysian public university. International Journal of Learning, Teaching and Educational Research. 20(7), 23-43, https://doi.org/10.26803/ijlter.20.7.2
  26. Hsieh, Y. J. T. (2021). Learning language and gaining employment: Problems for refugee migrants in Australia. Equality, Diversity and Inclusion, 40(8), 1013-1031. https://doi.org/10.1108/EDI-12-2020-0358
  27. Ikromova, A. A. (2020). The concept of pedagogical skills, its role and importance in teaching. The American Journal of Applied Sciences, 2(8), 122–126. https://doi.org/10.37547/tajas/Volume02Issue08-17
  28. Jing, C. & Wang, D. (2022). The study on the needs of English skills in economics and management industries based on mobile big data management and innovative applications. Information Resources Management Journal (IRMJ), 35(3), 1-12. https://doi.org/10.4018/IRMJ.304455
  29. Kepol, N. (2017). Quality Malaysian english language teachers: Examining a policy strategy. Malaysian Journal of Learning and Instruction, 14(1), 187–209. https://doi.org/10.32890/mjli2017.14.1.8
  30. Kyriacou, C. (2009). Effective teaching in schools theory and practice. Nelson Thornes.
  31. Mart, C. T., & Deniz, T. (2013). Teaching with passion: The role of passion in learning and teaching. Indian Journal of Applied Research, 3(5), 188–189. https://doi.org/10.15373/2249555X/MAY2013/57
  32. McKee, M. M., & Paasche-Orlow, M. K. (2012). Health literacy and the disenfranchised: The importance of collaboration between limited English proficiency and health literacy researchers. Journal of Health Communication, 17(sup3), 7-12. https://doi.org/10.1080/10810730.2012.712627
  33. Malaysian Ministry of Education. (2013). Malaysia education blueprint 2013-2025. https://www.moe.gov.my/menumedia/media-cetak/penerbitan/dasar/1207-malaysia-education-blueprint-2013-2025/file
  34. Miranda, A., & Zhu, Y. (2021). The effect of deficiency at English on female immigrants’ wage in the UK: Correcting for measurement error, endogenous treatment, and sample selection bias. Applied Economics Letters, 28(5), 349-353. https://doi.org/10.1080/13504851.2020.1753873
  35. Mohamed, A. R. (2015). New horizons in teacher education aspirations and challenges for Malaysia. Proceeding of Scientific Forum: Faculty of Education Department of Science Education (FIP-JIP) and The International Seminar (pp.39-51). Gorontalo State University. http://digilib.unimed.ac.id/16077/13/Fulltext.pdf
  36. Mohamed, A. R., Mohamed Ismail, S. A. M., & Low, H. M. (2020). English reading proficiency of engineering undergraduates in Malaysia: Implications on professional training and career development. Social Education Research, 1(2), 87-95. https://doi.org/10.37256/ser.122020269
  37. Mohammaditabar, M., Bagheri, M. S., Yamini, M., & Ehsan Rasaee, M. (2020). Qualities of a good English language teacher from the perspectives of textbook authors in the field of language teaching, teachers, and learners. Qualitative Report, 25(11), 3927–3961. https://doi.org/10.46743/2160-3715/2020.4501
  38. Organisation for Economic Co-operation and Development. (2015). Education at a glance 2015: OECD indicators. OECD Publishing. https://doi.org/10.1787/eag-2015-en
  39. Omar, R., Ab. Rashid, R., & Mohamad, A. (2019). Challenges for professional development of Malaysian ESL teachers. KnE Social Sciences, 2019, 695–707. https://doi.org/10.18502/kss.v3i19.4897
  40. Rahman, S., Tambi, F., & Anny, N. Z. (2020). The importance of enhancing pedagogical skills through continuing professional development. International Journal of Research in Business & Social Science, 9(4), 121–129. https://doi.org/10.20525/ijrbs.v9i4.757
  41. Romadlon, F. N., & Arifin, M. (2021). Tracing English proficiency of alumni in supporting their career. International Journal of Research in Education, 1(2), 86–94. https://doi.org/10.26877/ijre.v1i2.8392
  42. Saldana, J. (2013). The coding manual for qualitative researchers. Sage Publications.
  43. Schoon, I. (2021). Towards an integrative taxonomy of social-emotional competences. Frontiers in Psychology, 12, Article 515313. https://doi.org/10.3389/fpsyg.2021.515313
  44. Seebruck, R. (2015). Teacher quality and student achievement: A multilevel analysis of teacher credentialisation and student test scores in California high schools. McGill Sociology Review, 5, 1–18. https://www.mcgill.ca/msr/files/msr/seebruck_2015.pdf
  45. Singh, M. K. P., Liew, J. Y., & Siau, C. S. (2021). Urban English learners’ perceptions towards the influence of second language identity on employment opportunities in Malaysia. Pertanika Journal of Social Science and Humanities, 29(1), 27-45. https://doi.org/10.47836/pjssh.29.1.02
  46. Solati, F., Chowdhury, M., & Jackson, N. (2022). English and French language ability and the employability of immigrants in Canada. International Journal of Social Economics, 49(1), 34-58. https://doi.org/10.1108/IJSE-12-2020-0851
  47. Sukri, A. S. I., & Yunus, M. M. (2020). Come what may, we will survive: English teacher education reform Pro-ELT. UKM Press.
  48. Ting, S. H., Marzuki, E., Chuah, K. M., Misieng, J., & Jerome, C. (2017). Employers’ views on the importance of English proficiency and communication skill for employability in Malaysia. Indonesian Journal of Applied Linguistics, 7(2), 315-327. https://doi.org/10.17509/ijal.v7i2.8132
  49. United Nations Educational, Scientific and Cultural Organization. (2015). 2015 Global monitoring report-Education for all 2000-2015: Achievements and challenges. https://www.unesco.org/gem-report/en/efa-achievements-challenges
  50. Uygun, S. (2013). How to become an effective English language teacher. Journal of Educational and Social Research, 3(7), 306-311. https://doi.org/10.5901/jesr.2013.v3n7p306
  51. Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press.
  52. Van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 11–30. https://doi.org/10.1017/S0003598X00069040
  53. Wang, C. (2021). The relationship between teachers’ classroom English proficiency and their teaching self-efficacy in an English medium instruction context. Frontiers in Psychology, 12, 1–9. https://doi.org/10.3389/fpsyg.2021.611743
  54. Weisz, E., Ong, D. C., Carlson, R. W., & Zaki, J. (2020). Building empathy through motivation-based interventions. Emotion, 21(5), 990-999. https://doi.org/10.1037/emo0000929
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License .