International Journal of Language & Linguistics

ISSN 2374-8850 (Print), 2374-8869 (Online) DOI: 10.30845/ijll

Students’ Perceptions of the ideal-Teacher-as-Reader
Besma Allagui

Teacher feedback is an important part of the writing process. Whenever students write a paper for class, they continuously expect to receive feedback that allows them to adjust their writing in a way that meets their teachers’ expectations. Interestingly, students are more inclined to perceive their teachers as their primary readers. Research has shed some light on what constitutes teachers in their roles of readers. However, little is known about how students perceive their ideal teachers-as-readers to whom they address their writing. This paper reports on a study conducted at the Institut Superieur des Langues de Tunis (ISLT). The study aimed at identifying characteristics of good teachers-as-readers as perceived by students enrolled at a Bachelor program. The main instrument of data collection was the Student Questionnaire (SQ). The findings indicated that the ideal teacher-as-reader was perceived as a sympathetic evaluator, a judge, and an advisor who valued languagerelated issues over content. The study challenged assumptions of what it meant to be an ideal teacher-as-reader emphasizing the reading process entailed in response.

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