Investigating English Language Teacher Attributes for University-Level EFL Learners in the Thai Context Through Exploratory Factor Analysis
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Abstract
The teacher-related factors impact the university EFL learners’ experiences and outcomes. However, what specific factors the EFL instructors possess to be deemed effective remain scant concerning Thai University EFL students. This study aims to identify the attributes of effective English language teachers through the lens of Thai university learners by applying exploratory factor analysis (EFA). A literature-based, 32-item questionnaire was distributed to 655 Thai university students. The data met the assumptions for factor analysis, with a Kaiser-Meyer-Olkin (KMO) value of 0.946 and Bartlett’s test of sphericity yielding a significant result (χ² = 6927.656, p < .001), indicating sampling adequacy and factorability. EFA revealed five main factors: Dynamic Instructional Competence (DIC), Learner-Centered Pedagogical Adaptability (LCPA), Instructional Expertise and Clarity (IEC), Supportive and Inspiring Teaching (SIT), and Teacher Resilience and Well-being (TRW). These five factors, with eigenvalues ranging from 1.134 to 13.916, cumulatively explained 60.652% of the total variance. The findings have practical relevance for designing professional development, instructional materials, formative and summative evaluation, and strategic instructional scaffolding for EFL teachers in higher education institutions in Thailand.
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References
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