Crafting a Comprehensive Model of Language Teachers' Attributes: Insights from Non-Iranian Persian Learners on Essential knowledge, Competencies, and Traits

The role of a language teacher is of utmost importance in the teaching and learning process, exerting a significant influence on education quality, student learning experiences, academic performance, personal development, and self-confidence. This research aims to identify and model the characteristics of an effective teacher for teaching Persian as a second language. Using field research and a questionnaire, the study gathered responses from 63 participants, including Persian learners and non-Iranian male and female students. The findings emphasize the paramount significance of language didactics knowledge, linguistic content knowledge, and social and emotional competencies in the effectiveness of Persian language teachers. Regarding personality traits, language learners prioritize politeness and respect towards the learner's individuality, fostering an inclusive learning environment. Actively listening to learners' opinions and building their confidence are also crucial aspects, highlighting the value of active communication. In terms of social and emotional competencies, language learners highly value the encouragement of extracurricular language learning, underscoring the need for motivation and support in terms of self-efficacy. The importance of motivational strategies and good communication competencies is also recognized, emphasizing their role in successful language teaching. In the field of didactics knowledge, language learners identify three essential competencies: providing explanations of grammar and vocabulary using real-life examples, designing clear and goal-oriented lessons, and presenting teaching content in a learner-friendly manner while adapting instructional methods. These findings underscore the importance of teaching expertise, instructional clarity, and consistency. Proficiency in reading, writing, speaking, and listening comprehension, along with familiarity with Persian language rules and vocabulary, is deemed crucial in terms of linguistic content knowledge. These competencies contribute to a comprehensive understanding of the language. In terms of technology, language learners acknowledge the significance of incorporating visual and audio tools in language learning. They also recognize the value of utilizing language teaching software, online dictionaries, translation tools, and digital resources for interactive activities such as tests and online assessments. These findings highlight the increasing role of technology in language teaching, as perceived by language learners. It is worth noting that there were no significant variations in perceptions among Persian learners, non-Iranian students, or between genders regarding the desirable traits of an efficient Persian language teacher. This research provides valuable insights for educators, informing them about the essential attributes required for enhanced educational standards and fostering a better understanding of learner perspectives.