Characteristics of a good EFL teacher: Omani EFL teacher and student perspectives

Rahma Al-Mahrooqi*, Christopher Denman, Jamila Al-Siyabi, Faisal Al-Maamari

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

24 Citations (Scopus)


Researchers have long been interested in the characteristics associated with “good” teaching. However, most relevant studies have been conducted in Western contexts. As cultural background has a strong influence on the way good teaching is perceived, it was considered important to explore this issue in the Arab Gulf. The current study sought to compare Omani school students’ and teachers’ perceptions of the characteristics of good English as a foreign language (EFL) teachers in the Omani context. To achieve this, 171 Omani students and 233 English teachers responded to a seven-category, 68- item questionnaire utilizing a 4-point Likert-type response key. Descriptive statistics and t tests were used to determine perceptions of good teacher characteristics and differences between students’ and teachers’ responses. Results indicate that Omani students and teachers generally agree about the importance of all characteristic categories, with those related to English language proficiency and treating students equally being of special importance. Participants also agreed that knowledge of Western culture/s and the use of technology were relatively unimportant. Implications of these findings for EFL teaching in Oman are discussed.

Original languageEnglish
JournalSAGE Open
Issue number2
Publication statusPublished - Jun 19 2015


  • EFL
  • Oman
  • Student perceptions
  • Teacher characteristics
  • Teacher perceptions

ASJC Scopus subject areas

  • General Arts and Humanities
  • General Social Sciences


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