L2 Learners’ expected ideal English as a Second Language (ESL) Teacher
DOI:
https://doi.org/10.37134/ajelp.vol7.2.2.2019Keywords:
L2 motivation, L2 learners, classroom experiences, ESL teacher, L2 Motivational Self SystemAbstract
This study investigated the expected ideal English as a Second Language (ESL) teacher of the L2 learners in Sri Lanka. ESL teacher is a key person in the ESL classroom in Sri Lanka. School is the primary spot for the vast majority of the L2 students to start their L2 learning in Sri Lanka. This investigation was led among 30 Sri Lankan state funded university students by utilizing the mixed method. There were non-English majors among the participants and participation was voluntary. The questionnaire data were analyzed by utilizing SPSS and group discussion information were analyzed through categorization technique. The results of the questionnaire analysis showed that, L2 students expect their ESL educators to have good skill in using English language, be well prepared, have the capacity to motivate the students and possess great individual characteristics. Furthermore, through the group discussion, it was identified that most of the students lost their inspiration because of the personality and teaching ability of the ESL teacher at school. More significantly, these students feel motivated to begin their L2 learning later because of a motivating ESL instructor either in a tuition center or in an institute. Indeed, the findings recommend that the qualities and ability of the ESL teacher in an L2 classroom are critical in motivating the L2 students in Sri Lanka. These findings can be applied for the advancement of the selection of English Language teachers in Sri Lanka.
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