Students’ conception of English teacher endowment: Assumptions for teacher competence advancement

Abstract

Jaxon Cooper

This mixed-method study sought to identify the qualities of English teachers that Vietnamese students perceived to enhance their English learning in the informal education sector. Interviews and surveys were used to collect qualitative and quantitative data from English learners at nine cities in the South of Vietnam. Students reported 12 qualities perceived as significant factors that influenced their learning. English competence, teaching methods and socio-affective skills were perceived to be the most important teacher qualities by all students. In addition, teachers’ knowledge of cultures of Englishspeaking countries and of Vietnam and the ability to apply information technology into teaching were recognized to affect students’ learning, although they were not rated as highly as the other qualities. The study also found that students appeared to demand teachers to conduct their teaching and behave professionally in the class probably because in the informal education sector they were aware of their role as customers, not solely students. Therefore, it is recommended that English teachers in the informal education sector need to continuously improve their qualities and adapt to students’ various learning needs to facilitate their students-as-customers’ learning.