Youssef Mezrigui
University of Jendouba, Tunisia
Abstract
There
are two major interrelated reasons behind examining the topic of this paper. In
fact, even after many years of their learning English as a foreign language, a large
number of secondary school students’ level of proficiency in the language is so
low that they cannot use it communicatively, and cannot major in it at
university, either. Accounting for their underachievement, a respectable
percentage of such students claim that many teachers still play traditional
roles in the teaching-learning process, which has contributed to the problem.
The main purpose of this paper, therefore, is to explore the extent to which
such a claim is justifiable. In this frame of reference, a questionnaire was
administered to a certain number of students on the extent to which the teacher responsible for the issue, as well
as what they personally think the key characteristics of a good EFL teacher
are. Along with this, the paper will equally look at other qualities that ought
to be available in EFL teachers with the overall aim of helping them to do
their job successfully, and hence attain the expected learning results.
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