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Student opinions especially highlight rapport and delivery-type characteristics. Rapport is treated as central because anxiety about interacting in English can hinder learning. Views on delivery support participatory instruction, while differing on how strongly lecturers should involve students. Findings can help practitioners and teachers refine training approaches.",{"@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/the-attributes-of-effective-lecturers-of-english-as-a-foreign-language-as-perceived-by-students-in-a-korean-university/594381/",{"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/the-attributes-of-effective-lecturers-of-english-as-a-foreign-language-as-perceived-by-students-in-a-korean-university/594381.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about EFL lecturers?","Question",{"text":112,"@type":113},"It investigates which attributes Korean university students perceive as effective in EFL lecturers, and how and why students choose those attributes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is rapport emphasized in the students’ views?",{"text":117,"@type":113},"Rapport attributes are seen as particularly important because student anxiety about interacting in English can inhibit effective English language learning.",{"name":119,"@type":110,"acceptedAnswer":120},"How do students view delivery attributes and participation?",{"text":121,"@type":113},"Students generally support participatory modes of instruction, but they differ on how aggressively lecturers should enlist student participation.","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},594381,1792160728,{"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":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \nThe Attributes of Effective Lecturers of English as a Foreign Language as Perceived by Students in a Korean University  \nBruce D. Barnes  \nEwha Womans University, South Korea  \nGraeme Lock  \nEdith Cowan University  \n[barneseol@hotmail.com](barneseol@hotmail.com)  \nAbstract: This study, conducted in a Korean university setting,  \nexamines student beliefs about the attributes of effective lecturers[1] of English as a foreign language. Student opinions about rapport and  \ndelivery type attributes are particularly informative. Rapport  \nattributes were the major focus of discussion and viewed as  \nparticularly important in Korean university contexts where student  \nanxiety about interacting in English often inhibits effective English  \nlanguage learning. Discussion about delivery attributes was  \ngenerally supportive of participatory modes of instruction, but  \ncontained different views about how aggressively lecturers should  \nenlist participation. The beliefs of Korean university students  \nrevealed in this study can, if seen as appropriate, be used by existing  \npractitioners and teachers in training to guide instructional  \napproaches.  \nIntroduction  \nIf lecturers are to be responsive to student needs and improve the effectiveness of student outcomes, they must first understand what students define as effective lecturing. Horwitz (1987) warned of the dangers of ignoring student beliefs about language learning:  \n“When language classes fail to meet student expectations, students can lose confidence in the instructional approach and their ultimate achievement can be limited”(p. 119) . However, far from advocating that lecturers use information about student beliefs to pander to student wishes, we suggest that the information may be used for self reflection and/or for identifying specific areas which require attitude change among the student body.  \nDespite the importance of knowledge about student perceptions as an informant to effective lecturing and teaching, there is a lack of studies in the field of English language teaching, especially in the Korean context. In fact, we have not been able to locate any research into Korean university student perceptions of effective lecturers of English as a  \n[1] In the present study, lecturers are defined as class teachers or instructors at university level.  \nVol 35, 1, February 2010 139  \nAustralian Journal of Teacher Education  \nforeign language (EFL). The present study, therefore, addresses this deficiency. In particular, the present study identifies the attributes of effective EFL lecturers from the Korean university student perspective, and investigates why these attributes were chosen and how the students think they could be implemented. The outcomes ofthis investigation provide fresh insights into Korean university student views about effective EFL lecturing which should be particularly informative to teachers and lecturers working in Korea and student teachers bound for Korea. Additionally, the research may provide useful information for teacher trainees, teachers, and lecturers in other contexts.  \nLiterature Overview  \nNumerous accounts of studies into student perceptions of effective lecturers from various settings outside of English language teaching (ELT) have been published. Prominent among these are studies involving general university student populations (Emanuel & Adams, 2006; Griemel-Fuhrmann & Geyer, 2003; Kember, Jenkins, & Ng, 2004; Kember & Wong, 2000), and business students in the USA (Appleton-Knapp & Krentler, 2006; Desai et al., 2001; Faranda & Clarke, 2004; Clayson, 2005; Kelley, Conant, & Smart, 1991) . The few studies from the field of EFL are quite scattered and scarce. Chen’s (2005) study of Chinese tertiary EFL students and Park and Lee’s (2006) report on Korean high school student views provide some information related to the context of the present study. Despite the dearth of literature from the EFL field, infor","cbCaimk4YprzzH7s","https://ap.wps.com/l/cbCaimk4YprzzH7s","pdf",211022,14,"English","# Abstract\n# Introduction\n# Literature Overview\n# Attributes of Effective Teachers and Lecturers","[{\"question\":\"What does the study investigate about EFL lecturers?\",\"answer\":\"It investigates which attributes Korean university students perceive as effective in EFL lecturers, and how and why students choose those attributes.\"},{\"question\":\"Why is rapport emphasized in the students’ views?\",\"answer\":\"Rapport attributes are seen as particularly important because student anxiety about interacting in English can inhibit effective English language learning.\"},{\"question\":\"How do students view delivery attributes and participation?\",\"answer\":\"Students generally support participatory modes of instruction, but they differ on how aggressively lecturers should enlist student participation.\"}]","The Attributes of Effective Lecturers of English as a Foreign Language as Perceived by Students in a Korean University | PDF",1792079054,35]