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Using snowball sampling, 105 pre-service and 127 in-service teachers completed a self-report questionnaire; independent samples t-test and MANOVA were applied. Performance-related effectiveness received the highest ratings, while output-related attributes were valued least. Students and teachers largely converged on many attributes, but statistically significant group differences emerged in personality/rapport and motivation versus competence, planning, and ongoing professional development. Findings indicate evolving cognitions with professional maturation and support teacher-education focus.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/attributes-of-effective-foreign-language-teachers-insights-from-ukraine/589098/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/attributes-of-effective-foreign-language-teachers-insights-from-ukraine/589098.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were pre-service and in-service teachers selected for the study?","Question",{"text":112,"@type":113},"Two groups of teachers were recruited through snowball sampling: 105 pre-service teachers and 127 in-service teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which statistical methods were used to analyze the questionnaire data?",{"text":117,"@type":113},"Independent samples t-test and MANOVA were used to compare and analyze the data generated from the self-report questionnaire.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key differences between students’ and teachers’ perceptions of effective teaching?",{"text":121,"@type":113},"Students emphasized teacher personality and rapport as well as motivating instruction, and they preferred form-focused approaches. Teachers associated effective teaching with competence, careful planning, and ongoing professional development, and they favored meaning-focused instruction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589098,1792162042,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","DOI: 10.20535/2410-8286 .235940  \nATTRIBUTES OF EFFECTIVE FOREIGN LANGUAGE TEACHERS: INSIGHTS FROM  \nUKRAINE  \nMarianna Levrints (Lőrincz)  \nFerenc Rákóczi II Transcarpathian Hungarian College of Higher Education, Berehove, Ukraine  \n[marianna@kmf.uz.ua](marianna@kmf.uz.ua)  \nSvitlana Myshko  \nUzhhorod National University, Uzhhorod, Ukraine  \n[svitlana.myshko@uzhnu.edu.ua](svitlana.myshko@uzhnu.edu.ua)  \nKateryna Lizák  \nFerenc Rákóczi II Transcarpathian Hungarian College of Higher Education, Berehove, Ukraine  \n[lizak.kati1@gmail.com](lizak.kati1@gmail.com)  \nThe paper set out to explore pre-and in-service foreign language teachers’ perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samplest-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students’ and teachers’ views on many attributes of teacher effectiveness. Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners’ test scores. Nevertheless, a statistically significant difference was detected between the perceptions ofthe two groups of subjects. The students accentuated teachers’ personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers’ cognitions in teacher education programmes.  \nKeywords: effective foreign language teachers; attributes; pre-service teachers; in-service teachers; perceptions.  \nIntroduction  \nEffective foreign language teaching is high on the agenda of educational and applied linguistics research. Although concern over teacher effectiveness is presumably as old as schooling itself, it has gained remarkable currency in the last few decades due to a number of reasons. Both scholarly and public interest in the problem of effective teaching is spurred by evidence of teachers’ dramatic impact on students’academic achievements, the viability of educational reforms and their pivotal role in ensuring quality education.  \nWhile the centrality of quality teaching is unequivocal, there is little consensus as to the makings of an effective teacher. Moreover, there is a dearth of studies addressing the discipline-related characteristics of effective foreign language (FL) teachers as compared to general effective teaching research. It is all the more disconcerting since the roles assumed by language teachers and expectations held of them by the information society are rapidly transforming under the influence of lingual globalisation trends.  \nThe concept of teacher effectiveness is inevitably multidimensional (Farrell, 2015) and elusive (Stronge, 2018, p. 4) since we are dealing with as complex an activity as teaching. A well-rounded definition of FL teacher effectiveness necessitates consideration of its domain-, culture-, context-, timespecific features.","cbCais6SxcKd6KMb","https://ap.wps.com/l/cbCais6SxcKd6KMb","pdf",487110,"English","# Introduction\n## Study purpose and rationale\n## Framework of teacher effectiveness\n## Context in Ukraine","[{\"question\":\"How were pre-service and in-service teachers selected for the study?\",\"answer\":\"Two groups of teachers were recruited through snowball sampling: 105 pre-service teachers and 127 in-service teachers.\"},{\"question\":\"Which statistical methods were used to analyze the questionnaire data?\",\"answer\":\"Independent samples t-test and MANOVA were used to compare and analyze the data generated from the self-report questionnaire.\"},{\"question\":\"What were the key differences between students’ and teachers’ perceptions of effective teaching?\",\"answer\":\"Students emphasized teacher personality and rapport as well as motivating instruction, and they preferred form-focused approaches. Teachers associated effective teaching with competence, careful planning, and ongoing professional development, and they favored meaning-focused instruction.\"}]","ATTRIBUTES OF EFFECTIVE FOREIGN LANGUAGE TEACHERS - INSIGHTS FROM UKRAINE | PDF",1792066549,23]