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Teaching English as a foreign language requires a good English teacher, which has also become a central issue. Simple factors that help in understanding English are teacher enthusiasm, clarity, learning criterion material, lack of criticism, guiding students to answer and so on. This paper will show the main differences in teaching English to high school students and university students. From the perspective of University students, good teaching elements consist of creating a relaxed environment, developing a mature and personal relationship with students and showcase talent and knowledge. Moreover, characteristics of effective English teacher depends upon subject matter knowledge, socio-affective skills (positive relationship with student) and pedagogical knowledge (teaching in an organized way, explain the course and receive informative feedback) and personal characteristics.1 At elementary and secondary school levels, it is critical to access teachers with the necessary professional knowledge and language skills. The communicative approach is used in high schools to teach students how to communicate in English both inside and outside the classroom. Language proficiency and subject matter knowledge are the basis for effective teaching. Learning techniques such as elaborative interrogation where learners are prompted to generate explanations to ‘Why?’ such as ‘Why is this true….?’. This technique has improved learning among high school students more than undergraduate students. Also, prior knowledge is an important factor. Whereas, summarization and identification of a text and creating a gist of it that exclude irrelevant points is a successful learning technique among undergraduate students.2 This is because the ability to summarize texts develops with age. Most university students understand the importance of being bilingual and the significance of the English language globally. There is a relevance of three perspectives in language teaching – the difference between individualism and collectivism, perceptions of power and autonomy and different types of achievement motivation. Most university students want to explore knowledge and a positive attitude. The academic success of English learners in high schools can be jeopardized by the background of specific children. Young learners are efficient and effective learners who mainly require long term intervention to acquire the language well. Therefore, teachers belonging to target language culture are said to be more effective in teaching.1 Also, for medium instruction in classrooms, the teacher should use both target language and the native language of the students. Several secondary school activities such as combining language learning with technology help students to strengthen vocabulary and listening skills. Secondly, activities to develop peer relationships and familiarity with the environment of school have been developed. Activities are concerned with reading, vocabulary development, listening, writing etc. listening and speaking begins with practicing pronunciation, oral interaction and presentation. University teachers have to be proficient in designing a lesson plan, using technology and assigning homework. An authoritarian role of teachers brings gap and hinders relations between teachers and students.1 Effective teachers are responsible for boosting self-confidence, motivation among students as several students feel that they might not be able to achieve success in learning English as a foreign language. The structure of the language should be emphasized along with effective instruction for learning grammar must be employed.4 REFERENCES 1. Sundari, Hannah. “The Qualities of An Effective English Language Teacher ...,” August 2016. https://www.researchgate.net/publication/317951838_The_Qualities_of_An_Effective_English_Language_teacher_University_Students_Perception. 2. Dunlosky, John, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan, and Daniel T. Willingham. “Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.” Association for Psychological Science - APS, 2013. https://www.psychologicalscience.org/publications/journals/pspi/learning-techniques.html. 3. Shah, Parilah M., Nor Haslinda Hashim, Aminuddin Yusof, Rosseni Din, Aidah A. Karim, and Ghazaliyusri Abd Rahman. “L2 Learning Challenges and Needs of University Students: A Preliminary Study.” Procedia - Social and Behavioral Sciences. Elsevier, January 20, 2014. https://www.sciencedirect.com/science/article/pii/S187704281304812X. 4. J. Deborah, Alexandria, “New Ways of Teaching English at the Secondary Level.” New Ways in Teaching English at the Secondary Level, 1999. http://tesl-ej.org/ej15/r13.html. .
