Teaching Practices and Learning Contexts as Determinants of EFL Students’ Perceptions Teacher Effectiveness in Bangladeshi Universities
DOI:
https://doi.org/10.70148/rise.v3i4.5Abstract
Robust teaching practices and conducive learning contexts promote teacher effectiveness in the EFL field. The purpose of this study is to explore the traits of teaching practices and examine the influence of the learning atmosphere on teacher effectiveness among university students in Bangladesh. Employing a qualitative approach, data were gathered through semi-structured interviews with 30 students, ranging from undergraduate level, recruited using purposive sampling technique and examined thematically. Participants highlighted the instructional expertise, contextualized teaching, subject matter knowledge, language proficiency, translanguaging, collaborative learning, diverse instructional methods, feedback mechanism, assessment strategies, teachers’ rapport, emotional intelligence, balanced sense of humor with strictness and motivation skills are core traits of teaching practices. Findings also indicate that a well-designed academic curriculum, teaching resources, pedagogical training, and promotion of research-based education contribute to a conducive learning atmosphere. However, despite a teachers’ instructional competence, a non-systematic syllabus and insufficient instructional resources may undermine the teacher's effectiveness. This study underscored the importance of aligning teaching practices with a learning context to enhance teacher effectiveness in tertiary English programs
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