EFL Learners’ Perceptions of Ethics in the Classroom

Abstract

The present study investigated EFL learners' perceptions of classroom ethics, and 60 EFL learners participated in an interview and an ethics questionnaire. The analysis of collected data resulted in 13 categories of classroom ethics, including ‘teacher punctuality', ‘fairness and discrimination', ‘respect and politeness', ‘being humorous and energetic', ‘discipline', ‘rapport', ‘commitment to the profession and colleagues', ‘appropriate content of discussion', ‘responsibility', ‘adaptability', ‘reliability and trust', ‘avoidance of misuse', and ‘dress code'. The findings showed that all the learners recognized ethics as an essential part of the classrooms while their views differed in ranking some ethics. The most and the least valuable ethics for the participants were ‘punctuality' and “dress code and appearance" in order. The most important ethics perceived by the learners were ‘punctuality', ‘rapport', and ‘being humorous and energetic'. The findings illustrated that the learners' consideration of ethics was focused on the teachers' manner and morality in the classroom.