Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

of the schools and colleges of Bangladesh, we can see teachers follow the traditional method to teach their students. Teachers mostly follow the Grammar Translation Method inside the classrooms which is based on books. They do not give their students enough opportunities to participate in classroom discussions rather they depend on their own lectures. Therefore, some teachers also do not monitor and assess their students’ performances properly. Bangladeshi teachers need proper knowledge of how to make their classes interactive to increase their students’ curiosity in learning. Moreover, digital literacy is also important to become an effective teacher. Many Bangladeshi teachers do not know the use of technological tools inside the classroom which can make their class communicative for their students, Bangladeshi teachers poorly use technological tools in pedagogical practice because they only use ICT for transferring knowledge without taking care of learners’ learning process (Walid, 2022). This study will explore Bangladeshi tertiary-level students’ perceptions of effective teachers, the challenges students might face in becoming good teachers, and the ways of becoming efficient English teachers in the Bangladeshi context. II. L iterature R eview The chapter represents existing literature on the qualities of good teachers from the perspectives of students who belong to various countries and the challenges of becoming efficient teachers. This chapter also explains the information gap in the existing literature. a) Qualities of a Good Teacher There is a proverb that, “Every coin has two sides.” A person has both positive as well as negative qualities. A teacher is an important member of our society and is considered the backbone of a nation. A good teacher is always respected by his/her students in every sphere of life. Bandara & Atchuthan (2017) conducted a study with 100 Sri Lankan grade eight students. They expected their teachers to explain their lessons with clarity, express love to the students, be gentle and kind in behavior, have pleasant personalities, and motivate their students. Sri Lankan students also want their teachers to be free to communicate with them in class discussions. 80% of Sri Lankan students mentioned that their teachers explain their lessons in class in a systematic way and for this reason, students can understand their lessons easily. About 50% of Sri Lankan students expect their teachers to be good people, which will encourage them to respect their teachers (Bandara & Atchuthan, 2017). Effective teachers always try to inspire their students to think critically and work collaboratively with other classmates. Alzobiani (2020) did research on the qualities of good teachers with 150 students and 40 teachers from public intermediate schools in Saudi Arabia. They stated that maintaining good teacher-student relationships is also a significant quality of efficient teachers. Teachers also need to show good moral character to their students so that students can learn from them. Moreover, Saudi Arabian students think that teachers need to show friendly attitudes toward their students so that learners can participate in classroom activities without any hesitation (Alzobiani, 2020). Sometimes we can see teachers become biased toward good students but it is not a good quality of a teacher. According to Alzobiani (2020), Saudi Arabian students think that teachers need to engage all students in the learning process and teachers should have good knowledge of the particular subject that they are going to teach their students. According to Alzobiani (2020), teachers should have the ability to receive criticism from their students for their self-improvement. Saudi Arabian students think that, good teachers always encourage their students to express their opinions freely inside the classroom (Alzobiani, 2020). Apart from Saudi Arabia, teachers from abroad also mentioned some of the distinctive qualities of an effective teacher. International instructors try to make their lectures as communicative as possible by implementing various game-based activities. Sahin & Adiguzel (2012) conducted a study on foreign teachers who work in the United States of America. They are experienced, computer teachers of grades 4-12 from a renowned school in the USA. International teachers think that good teachers should enjoy their teaching process. They also mentioned in their interview session that effective teachers should have the ability to make study materials enjoyable to their students. Well-trained teachers always try to encourage all of their students to actively participate in group discussions (Sahin & Adiguzel, 2012). Therefore, in a non-western country like Bangladesh, students expect certain qualities from their teachers. Tuhin, Haque, Islam, Rab & Uddin (2019) conducted a study on primary school teachers and students in Bangladesh. The researchers followed mixed methods for their study. From the survey, more than half of the total Bangladeshi primary school teachers do not understand Communicative Language Teaching Method effectively and take help from guidebooks. In most cases, Bangladeshi teachers do not give their students enough opportunities to express their opinion. They rely on books and their own lectures which are not beneficial for their students’ progress. This happens for the lack of training and experience. In urban areas of Bangladesh, we can see university teachers are more experienced than primary/secondary-level Volume XXIII Issue VIII Version I 74 ( ) Global Journal of Human Social Science - Year 2023 G © 2023 Global Journals Qualities of an Effective Teacher: The Perspectives of Tertiary-Level Students in Bangladesh