Male and female tertiary-level students' evaluations of the efficacy of English Language teachers

Abstract

Teaching styles that do not match learners' needs can limit the effectiveness of even the most experienced and knowledgeable teachers. Students' assessments of teachers' teaching styles are therefore critical if we are to get a clear picture of how effective teaching is. There are other ways to gauge how well a teacher is doing her job, but this is an unavoidable concept where the perspectives of both male and female students must be taken into account. As a general rule, each person is unique in his or her thinking, but he or she may also share some commonalities with others. This is true for language learners, too. For the purpose of this study, the researchers surveyed Bangladeshi English language learners at the tertiary level to see if there were any differences or similarities between male and female students' perceptions of teachers' competencies. All 99 students of Bangladesh Agricultural University (BAU)’s Faculty of Fisheries who took part in the survey to evaluate the quality of their current three English language teachers were included in this study.