Exploring Preferred Qualities in ESL Instructors: Perspectives of Chinese Students in American Universities

Abstract

This research investigates the perspectives of Chinese international students on effective English as a Second Language (ESL) teachers in American universities, exploring how gender and personality shape these views. Through interviews with eleven participants, key themes emerged regarding preferred teaching styles and traits, disliked teaching methods and traits, and the perceived role of ESL teachers beyond language instruction. The findings highlight a preference for instructors who use visual teaching methods, foster communication, create positive learning environments, and tailor instruction to individual needs. Gender differences were observed, with females valuing cultural understanding and nurturing interactions, while males favored interesting teaching methods. Additionally, student personality played a significant role, with extroverted students preferring interactive activities like roleplay. Limitations included a small sample size and subjective responses. Future research should explore cross-cultural variations and longitudinal impacts, while focusing on enhancing teacher training. This study provides insights into ESL teaching preferences among Chinese international students and underscores the importance of personalized instruction for optimal learning outcomes.