Academic High School Students’ Perceptions of Quality English Teachers and Teaching

This study investigated 168 academic high school students’ perceptions of quality English teachers and teaching in a suburban area of Busan. For data collection a questionnaire consisting of six categories was used. The categories were knowledge of theories and practice and linguistic competence; teaching and management skills; interaction and social skills; material use; assessment; and professional development. The students perceived the interaction and social skills category as most important, and the assessment category ranked second. Among the total 44 items, teachers’ equitable treatment of students; enthusiasm in teaching with affection for students; and reflecting learning content appropriately in tests were of highest concern to students, with student participation through presentation ranked lowest. Female students valued teachers having language competence and knowledge, and managing academic records more than males. From these findings, it is suggested that teachers monitor their own attitudes and behaviours and be sensitive to students’ needs and responses. The use of inclusive pedagogies involving diverse levels of questioning and assessment is also important. Alongside institutes developing practical professional development programmes, teachers should endeavour to maintain their enthusiasm as a professional. These will contribute to the realisation of more learner-centred and extensive language learning beyond test-focused lessons and practices.