Perceived versus Measured Teaching Effectiveness : Does Teacher Proficiency Matter?

• Published in: RELC journal 2020-08, Vol.51 (2), p.280-293
• Main Authors: Sadeghi, Karim, Richards, Jack C., Ghaderi, Farah
• Format: Article
• Language: English
• Subjects: Accuracy; Correlation; English (Second language); Feedback; Feedback (Response); Foreign Countries; Language Proficiency; Language Teachers; Learning outcomes; Linguistic Input; Metalanguage; Metalinguistics; Native Speakers; Non English speaking background; Nonnative speakers; Second Language Instruction; Second Language Learning; Second language teaching; Self Evaluation (Individuals); Teacher Attitudes; Teacher Characteristics; Teacher education; Teacher Education Programs; Teacher Effectiveness; Teacher evaluations; Teachers; Teaching; Teaching Methods
• ISSN: 0033-6882; 1745-526X
• DOI: 10.1177/0033688219845933

The impact of the non-native speaker's (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers' language proficiency and their teaching effectiveness. Classes taught by eight NNS teachers teaching the same or similar content were observed. Teaching effectiveness and teacher language proficiency were measured both through self-ratings and by independent raters. Teachers were compared in terms of such criteria as the quantity and quality of input provided, the amount and accuracy of metalanguage used, the extent and quality of feedback offered as well as classroom management skills. The results suggest that while language proficiency contributes to teaching effectiveness, other aspects of teaching are unrelated to a teacher's command of their second language (L2). [Author abstract]