Native and non-native “good teachers” for

Egyptian learners of Japanese language

Yusuke SAKURAI

Doctoral Candidate, University of Helsinki

This study explores the images of both good Japanese and Egyptian teachers for Egyptian

learners studying Japanese language through quantitative methods. The results show that three elements

are considered as common “good teachers” characteristics: 1) building considerate relationship

with students; 2) having abundant knowledge and experience; and 3) conducting effective pedagogical

activities. Japanese teachers, in particular, also appear to be expected to play normative roles as teachers

and Japanese language users. Comparing the degrees of students’ expectancy towards Japanese

and Egyptian teachers, this study suggests that the students strongly anticipate more from Japanese

teachers regarding many survey items. The students, on the other hand, are highly admired Egyptians

teachers’ Arabic competency for classroom instruction and their consultation availability outside of

class.