Exploring Pakistani University Students’ Perceptions of Effective English Language Teachers in Higher Education

Abstract

Although the characteristics of effective teachers have been extensively investigated in educational research, limited attention has been given to students’ perceptions of effective English language teachers within the Pakistani higher education context. This study examined the qualities of effective English language teachers as perceived by BS and MS English students at a public sector university in Pakistan. Adopting a mixed-methods design, data were collected from 100 participants through a structured questionnaire adapted from TESOL-related teaching and assessment frameworks and supplemented by semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, whereas qualitative data were subjected to thematic analysis. The findings revealed that students generally held positive perceptions of effective English language teachers and valued a combination of linguistic, pedagogical, and socio-affective competencies. Among these dimensions, linguistic competence emerged as the most highly valued attribute, particularly proficiency in grammar, fluency, pronunciation, and language use. Participants also emphasized the importance of effective teaching strategies, classroom management, motivation, and positive teacher–student relationships. Furthermore, statistically significant differences were observed between BS and MS students regarding their perceptions of certain teacher qualities. The study underscores the importance of preparing English language teachers who possess a balanced integration of linguistic expertise, pedagogical knowledge, and interpersonal skills to enhance learning outcomes in Pakistani ESL classrooms.