摘要：This empirical study is an attempt to investigate the perceptions of Saudi EFL learners related to personality and ability characteristics of an ideal English language teacher and it raised a number of pedagogical implications which are of interest for administrators and teacher trainers in general and EFL faculty teaching in Saudi Arabia in particular. In general the participants of this study assigned higher values to a vast majority of both the aspects: personality and ability characteristics whereas very few characteristics were allocated lower values. It is reported that Saudi EFL learners represented by the participants of this study prefer those English language teachers who are expert in their field, are well-organised, explain according to the level of the learners, answer learners’ questions correctly, are clear in instructions, clarify assessment procedures, provide them with sufficient examples, help learners to become life-like learners, exploits necessary teaching aids and use multiple pedagogical techniques. The teachers who spend class time in lecturing, give frequent quizzes are not favoured by the participants. The perceptions of the participants related to the personality characteristics revealed that the teachers who involve students in academic matters, treat all students equally, explain properly, make learning fun and are available after classes to guide students are liked more. Rather it is also found out that Saudi university students consider their teachers as role model for them and prefer the ones who are professionally committed. Other preferred qualities include the ability to be flexible, understand the students and ensure students’ active participation. Thus it transpires that those English language teachers are considered ideal who have the capacity to motivate their students to exploit their latent potential to achieve enhanced learning possibilities.
