







































 
 

  
 
  

 
EDUCATIO : Journal Of Education 

Volume 9 , Number 3, November 2024 
 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

  

The Millennial Students’ and English Teachers’ Perceptions on 

the Challenges and Characteristics of an Effective Teacher in the 

Society 5.0 Era   

  
 Nanik Sri Rahayu, Arina Shofiya, Nuriyatul Hamidah    

State Islamic University of Sayyid Ali Rahmatullah Tulungagung 

nanik.sri.rahayu@uinsatu.ac.id, arina.shofiya@gmail.com, nuriyahamida15@gmail.com  

 

Accepted: 
Sept 28th 2024 

Reviewed: 
Oct 18th 2024 

Published: 
Nov 30th 2024 

 

Abstract  
Every student needs an ideal teacher to achieve a better result in learning; however, the figure of an ideal 
English teacher may change depending on the context of teaching. Each generation may share different 
profile compared to the current or previous context. In this case, future English teachers need to prepare 
themselves to match the students’ need. Nowadays, with the fast development of technology in society era 
5.0, English teacher should realize the challenges and the characteristics of effective English teacher who 
can serve the best practice of teaching for millennials. Therefore, the current study aims at investigating the 
millennial students’ and the teachers’ perspectives on the challenges and characteristics of effective English 
teachers in in society era 5.0. This research is a survey study in which the data was collected through 
questionnaire. The subjects of the study involved English department students and their teachers from 
some Islamic Universities in east Java. The result of the study showed that the millennial students and the 
teachers share almost the same perception on the challenges and characteristics of effective English teachers 
for some aspects but have different perceptions in some other aspects. 
  
Keywords: millennials students’ and teachers’ perspectives, challenges, characteristics of effective English 

teacher.  

 By Authors 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. 

 

Introduction 

Education continually faces the challenge of preparing students to adapt to advancements in 

science and technology 1. A critical issue within this context is ensuring equitable access to quality 

educators, as teachers are the cornerstone of successful education systems. Murnane 2 highlights 

that the demand for effective teachers is growing due to persistent disparities in the distribution 

of qualified teachers across schools. Recognizing the centrality of teachers to student success, many 

 
1 S Srivastava, “The Evolution of Education: Navigating 21st-Century Challenges,” International Journal for 

Multidisciplinary Research 5, no. 5 (2023): 1–9; Min Lu, “Navigating the Future of Information Science Education: 
Challenges, Innovations, and Emerging Trends,” in 2024 10th International Conference on Humanities and Social Science 
Research (ICHSSR 2024) (Atlantis Press, 2024), 55–62. 

2 Richard J Murnane and Jennifer L Steele, “What Is the Problem? The Challenge of Providing Effective 
Teachers for All Children,” The Future of Children 17, no. 1 (2007): 15–43, http://dx.doi.org/10.1353/foc.2007.0010. 

http://creativecommons.org/licenses/by-sa/4.0/


 
 

  
 
  

Volume 9, Number 3, November 2024| 219 

 

  

studies have focused on identifying the characteristics of effective educators, emphasizing their 

role in ensuring a productive teaching and learning process 3.. 

In the Indonesian English Language Teaching (ELT) context, teacher preparation is primarily 

conducted through education departments, which offer teacher training programs to equip future 

educators with essential skills4. The government has also mandated the Pendidikan Profesi Guru 

(PPG) program as a compulsory requirement for graduates intending to teach in public schools. 

These initiatives aim to produce well-prepared and competent teachers. However, a critical 

question arises: are these efforts sufficient to ensure effective teaching? Research indicates that 

while formal qualifications and training are essential, they do not guarantee professional 

competence. Teachers must also continuously update their skills and adapt to the evolving 

educational landscape, particularly by considering the characteristics and needs of their students. 

Millennial students, as digital natives, present unique challenges and opportunities for 

educators. This generation is deeply immersed in internet-based technologies, gadgets, and social 

media, which have shaped their learning preferences and behaviors. To achieve effective teaching 

outcomes, educators must adopt strategies tailored to this demographic, incorporating innovative 

teaching methods and leveraging digital tools to foster engagement and understanding. 

Understanding and addressing the distinctive needs of millennial learners is essential for creating 

teaching scenarios that meet their expectations and maximize their potential. 

The challenges of adapting education to technological advancements are further amplified by 

the emergence of the Society 5.0 era. This era, characterized by the integration of advanced 

technologies such as artificial intelligence, big data, and the Internet of Things (IoT) into every 

facet of life, including education, demands significant adjustments from both teachers and 

students. Al-Emran 5  emphasizes that this era necessitates a partnership between technology and 

educators to enhance the efficiency and effectiveness of the teaching and learning process . 

Technologies in Society 5.0 have the potential to revolutionize teaching methods, assessment 

strategies, and classroom design, creating opportunities for personalized and adaptive learning 

experiences. 

Despite these advancements, significant gaps remain in understanding how teachers and 

students perceive and address the challenges posed by Society 5.0. Current research has largely 

focused on traditional perspectives of teacher effectiveness, with limited exploration of how 

technological innovations reshape these dynamics. For instance, while studies in Saudi Arabia 6 

 
3 Stephen Rushton, Jackson Morgan, and Michael Richard, “Teacher’s Myers-Briggs Personality Profiles: 

Identifying Effective Teacher Personality Traits,” Teaching and Teacher Education 23, no. 4 (2007): 432–441, 
http://dx.doi.org/10.1016/j.tate.2006.12.011. 

4 Subhan Zein et al., “English Language Education in Indonesia: A Review of Research (2011–2019),” Language 
Teaching 53, no. 4 (2020): 491–523; Utami Widiati and Nur Hayati, “Teacher Professional Education in Indonesia and 
ASEAN 2015: Lessons Learned from English Language Teacher Education Programs,” ASEAN integration and the role 
of English language teaching 3, no. 1 (2015): 121–148. 

5 Mostafa Al-Emran and Charla Griffy-Brown, “The Role of Technology Adoption in Sustainable 
Development: Overview, Opportunities, Challenges, and Future Research Agendas,” Technology in Society 73 (2023): 
102240, http://dx.doi.org/10.1016/j.techsoc.2023.102240. 

6 Gul Nazir Khan and Hafiz Muhammad Inamullah, “Effect of Student’s Team Achievement Division (STAD) 
on Academic Achievement of Students,” Asian Social Science 7, no. 12 (2011): 211–215. 

https://consensus.app/papers


 
 

  
 
  

Volume 9, Number 3, November 2024| 220 

 

  

and Iran 7 have highlighted pre-service training and technological integration as key factors in 

effective teaching, few have examined these issues from the perspective of both teachers and 

students in the Indonesian context. Furthermore, studies in Indonesia, primarily focus on content 

mastery and teaching strategies, with limited attention to how educators adapt to rapid 

technological shifts and their implications for teacher effectiveness 8. 

This study seeks to address these gaps by investigating the characteristics of effective English 

teachers in the Society 5.0 era, emphasizing the perspectives of both teachers and millennial 

students. It explores how these stakeholders perceive the challenges and threats posed by this 

transformative era and the strategies required to address them. By integrating insights from 

theoretical frameworks on teacher effectiveness 9 and aligning them with the competencies 

mandated by the Republic of Indonesian Teacher and Lecturer Act No. 14/2005, this research 

aims to provide a comprehensive understanding of what constitutes teacher effectiveness in a 

technologically advanced society. 

Moreover, this study will contribute to the broader discourse on adapting ELT practices in an 

era of rapid technological innovation. By examining the perspectives of both teachers and students, 

it will shed light on the critical competencies, pedagogical strategies, and technological tools 

required for effective teaching in the Society 5.0 era. Ultimately, this research seeks to inform 

policy and practice, guiding efforts to prepare teachers and students for a future where technology 

and education are increasingly intertwined. 

 

Methods 

This study employs a mixed-methods approach to explore millennial students' and English 

teachers' perspectives on the challenges and characteristics of effective English teachers in the 

Society 5.0 era. Participants were selected using a cluster random sampling method, targeting 

millennial students and English teachers from Islamic universities in East Java. The selection 

criteria included universities with English Language Teaching (ELT) departments accredited at 

least B and students who fit the millennial demographic. This sampling method ensured a 

representative sample for the study. 

Data were collected through a survey, which included both close-ended and open-ended 

questionnaires. The questionnaires were developed based on the competencies outlined in the 

Republic of Indonesia's Teacher and Lecturer Act No. 14/2005, focusing on pedagogy, 

 
7 Mohammad Amin Mozaheb, Zohreh Seifoori, and Amir Biglar Beigi, “Effective Iranian EFL Writing 

Teachers (A Technology-Based Framework),” Procedia - Social and Behavioral Sciences 70 (2013): 18–27, 
http://dx.doi.org/10.1016/j.sbspro.2013.01.034. 

8 Barry Fishman, Chris Dede, and Barbara Means, “Teaching and Technology: New Tools for New Times,” 
Handbook of research on teaching 5 (2016): 1269–1334; Donald C Orlich et al., Teaching Strategies: A Guide to Effective 
Instruction (Wadsworth, Cengage Learning, 2010); Siti Aimah and Bambang Purwanto, “Evaluating Teachers’ 
Performance: A Need for Effective Teaching,” Celt: A Journal of Culture, English Language Teaching &amp; Literature 19, 
no. 1 (2019): 160, http://dx.doi.org/10.24167/celt.v19i1.1369. 

9 Li-fang Zhang, “Teaching Styles and Conceptions of Effective Teachers: Tibetan and Han Chinese 
Academics Compared,” Learning and Individual Differences 21, no. 5 (2011): 619–623, 
http://dx.doi.org/10.1016/j.lindif.2011.06.005;  et al., “An Investigation of Undergraduate Students’ Beliefs about 
Autonomous Language Learning,” International Journal of Instruction 10, no. 01 (2017): 117–132, 
http://dx.doi.org/10.12973/iji.2017.1018a. 



 
 

  
 
  

Volume 9, Number 3, November 2024| 221 

 

  

professional skills, and personal competence, while social competence was excluded as it was 

beyond the scope of the study. The questionnaire comprised 20 statements addressing teaching 

challenges and 43 statements focusing on the characteristics of effective English teachers. To 

ensure clarity and comprehension, the survey was distributed via Google Forms and presented in 

Bahasa Indonesia. 

The validity of the questionnaire was established through construct and content validation 

involving cross-expert review. A pilot test was conducted to measure its reliability, with Cronbach’s 

alpha used to confirm the internal consistency of the instrument. Quantitative data from the close-

ended questions were analyzed using descriptive and inferential statistics. Descriptive statistics 

provided measures of central tendency and variability, while inferential statistics were employed to 

compare the perspectives of millennial students and English teachers, highlighting similarities and 

differences. Qualitative data from open-ended responses were processed through systematic 

selection, coding, categorization, and interpretation to uncover key themes and deeper insights 

into the participants’ perspectives. 

The research was conducted in several steps: first, participants meeting the study’s criteria 

were identified and selected. Next, the questionnaire was developed, validated by experts, and 

pilot-tested for reliability. Following this, the validated questionnaire was distributed online, and 

responses were collected over a set period. Finally, the collected data were analyzed using both 

statistical tools for quantitative responses and thematic analysis for qualitative data. This mixed-

methods approach ensures a comprehensive understanding of how English teachers and millennial 

students perceive the characteristics of effective teachers and the challenges they face in the Society 

5.0 era. 

 

Result And Discussion 

Result 

As presented in the previous explanation, the finding of the study were presented in two parts 

as follows. The first is the challenges of English teaching in society era 5.0. and the second is the 

characteristics of effective English teacher in society era 5.0. The presentation of th findings and 

discussion were explained as follows. 

The first category is the challenges of English teaching in society era 5.0. Based on the result 

of the study, it revealed that the millennial students’ perception, the five highest challenges were 

the following; (1) teaching vocab, (2) teaching pronunciation, (3) free to choose method of 

learning, (4) prefer to use platform to study English online and (5) learning individually.  



 
 

  
 
  

Volume 9, Number 3, November 2024| 222 

 

  

 
 I can improve my listening skills independently without a teacher. 

 I can improve my speaking skills independently without a teacher. 

 I can improve my reading skills independently without a teacher. 

 I can improve my writing skills independently without a teacher. 

 The internet helps enhance my vocabulary. 

 The internet helps improve my pronunciation. 

 

The first challenge according to the students is teaching vocabulary, with statement no. 5 

having a mean score of 4.42, indicating that over 95% of respondents believe that vocabulary 

mastery can be aided by the internet. Teachers also agree, with a mean score of 4.52. Both groups 

perceive that sophisticated applications for independent vocabulary study, which use concrete 

moving images, help students remember vocabulary better than traditional printed word methods. 

This highlights the significant role of the internet in enhancing vocabulary learning and suggests 

that the presence of a teacher could be partially replaced by digital tools, presenting a major 

challenge for English teachers. 

 
 I search for lecture materials independently. 

 

 I heavily rely on the internet to complete assignments. 

 

5,70% 2,90% 6,30%
1,10%

46,60%

39,70%

The First Challenge Students' 
Response 

20,00%

8,00%

8,00%

8,00%

52,00%

48,00%

The First Challenge Students' 
Response 

5,70%

22,40%

22,40%

5,20%

6,90%

8,00%

The Second Challenge Students' 
Response 

20,00%

20,00%

24,00%

0,00% 4,00%
4,00%

The Second Challenge Teachers' 
Response 



 
 

  
 
  

Volume 9, Number 3, November 2024| 223 

 

  

 The internet eases my mental workload. 

 

 I prefer online learning over offline learning. 

 

 I do not need to carry printed books to class. 

 

 I read lecture materials on the internet more frequently than from 
books. 

 

 

 

The second challenge is teaching pronunciation. Students rated this with a mean score of 

4.33, with 96% agreeing that the internet aids pronunciation mastery. Teachers also agreed, with a 

mean score of 4.4. Both groups strongly believe in the internet's effectiveness for three main 

reasons: it provides access to native speakers, offers flexibility in terms of time and place, and 

allows students to practice independently without embarrassment, as they can repeat words 

without judgment. 

 
 I always study English wherever I am. 

 

 I prefer studying alone rather than in a group. 

 

 A syllabus is still needed in online learning. 

 

 I utilize various platforms for learning English. 

 

 I am free to choose the learning methods I prefer. 

 

 

The third challenge in teaching English is students' preference for studying alone online, with 

a mean score of 4.15. This suggests that internet-based applications make students more 

comfortable studying individually, as they feel more capable of solving problems on their own. In 

contrast, teachers identified the lack of a syllabus in online learning as the third highest challenge, 

with a mean score of 4.32. Teachers believe that without a structured syllabus, the abundance of 

online resources can lead to unfocused teaching. 

9,20%

14,90%

12,60%
16,10%

19,00%

The Third Challenge Students' 
Response 

28,00%

4,00%

24,00%
24,00%

36,00%

The Third Challenge Teachers' 
Response 



 
 

  
 
  

Volume 9, Number 3, November 2024| 224 

 

  

  
 Online exams make me more honest. 

 Online exams are more likely to ensure good grades. 

 Online exams make me more flexible in completing tasks. 

 

The fourth highest challenge in teaching English, according to students, is the freedom to 

choose their learning methods online, as stated in statement no. 17 with a mean score of 4.15. 

Teachers also perceive this as a challenge, with a mean score of 4.28. This freedom motivates 

students to learn English, as they can utilize various online applications that support both offline 

and online learning. This flexibility allows them to manage their time effectively and learn at their 

own pace. 

The fifth highest challenge, according to students, is also related to the freedom to choose 

their learning methods online, as stated in statement no. 16 with a mean score of 4.04. In contrast, 

teachers identified statement no. 9 as their fifth challenge, which focuses on how online platforms 

can reduce students' mental burden. Platforms like Grammarly, for instance, assist students in 

completing assignments faster and with better results, demonstrating the benefits of using 

technology in education. 

Among these five highest aspects of the challenges in English teaching in society era 5.0 the 

students and the teacher almost have the same opinion but with different emphasis. The same 

aspects were teaching vocabulary, teaching pronunciation and preference to use platform to study 

English online, meanwhile the different aspects were on the use of syllabus  and the use of platform 

in decreasing students’ burden. This findings relates to  Maharani 10 study sating that the challenges 

faced by students and teachers factors such the level of interest, motivation, and technology used. 

The second category is the characteristics of effective English teacher in society era 5.0. In 

this category, both the students and the teacher also have almost the same perception but with 

different emphasis. Based on the result of the study, it revealed that the millennial students’ 

perception on the five highest criteria for effective English teacher were the following; (1) friendly 

and kind to the students, (2) good looking, (3) not discriminate the students & giving logic 

assignment and test and, (4) can motivate the students to learn (5) introducing fun activities. 

 
10 Veronica Yulry Maharani and Denny Paul Ricky, “Hubungan Adiksi Internet Dengan Prokrastinasi 

Akademik Pada Mahasiswa Keperawatan,” Jurnal Penelitian Perawat Profesional 5, no. 4 (2023): 1755–1762. 

1,10%

8,60%

1,70%

The Fourth Challenge Students' 
Response 

0,00%

4,00%4,00%

The Fourth Challenge Students' 
Response 



 
 

  
 
  

Volume 9, Number 3, November 2024| 225 

 

  

 
 Understanding English conversations well 

 Having good pronunciation 

 Speaking English well 

 Understanding English texts well 

 Writing English well 

 Having good grammar knowledge 

 Possessing a strong English vocabulary 

 Having an understanding of foreign cultures 

 Developing a syllabus and adhering to it strictly 

 

The first high characteristics of effective English teacher based on the students’ perception 

is friendly and kind to the students, which was presented in statement no 33 with the mean 4.88. 

Being friendly and kind is crucial for millennials students because they need real attention from 

other people, especially from the teacher. Since many of them are only often exist in social media, 

they need a teacher who became a true friend in real life to make them comfort in learning. This 

finding is in line to Misigo’ study 11.  In addition, it also relates to socio affective aspect proposed 

by Wichade 12 . In contrast the first high criteria of effective English teacher according to the 

teacher was fun activities with the mean 4.84. It also relates to socio affective aspect proposed by 
13. Fun activities is essential for the students because they need interesting activities that make them 

happy during the teaching learning process for they have online environment for their social life. 

In short, in the first characteristics, although the students and the teacher have different 

perception, those two aspects reach the highest mean among the other criteria. 

 
11 Ronald Misigo, “Classification of Selected Apple Fruit Varieties Using Naive Bayes,” University of Nairobi 3, 

no. 1 (2016): 56. 
12  et al., “An Investigation of Undergraduate Students’ Beliefs about Autonomous Language Learning.” 
13 Ibid. 

30,00%

28,20%

26,50%

27,10%25,90%

25,30%

26,50%

20%

9,40%

The First Criteria Students' 
Response 

32,00%

44,00%

40,00%

40,00%
32,00%

30,00%

44,00%

12% 4,00%

The First Criteria Teachers' 
Response 



 
 

  
 
  

Volume 9, Number 3, November 2024| 226 

 

  

 
 Able to create their own online learning platform 

 

 Able to operate online learning platforms 

 

 Following established teaching methods, such as PBT 

 

 Starting and ending lessons on time 

 

 Assigning homework 

 

 Developing group discussions in class 

 

 Using online learning more than offline learning 

 

 Focusing more on teaching learning strategies than English content 

 

 Teaching English according to the students' proficiency levels 

 

 Creating a positive classroom atmosphere, even if it requires enforcement 

 

 Using English as the medium of instruction 

 

 Using Indonesian as the medium of instruction 

 

 Introducing activities that encourage students to speak English 

 

 Encouraging motivation to learn 

 

 Helping boost students' confidence in learning 

 

 Introducing fun and engaging learning activities 

 

 Reducing students' anxiety while learning the language 

 

 Assisting students both inside and outside the classroom 

 

8,80% 21,20% 8,20%
26,50%

2,90%

16,50%

7,10%
8% 25,30%

14,10% 10%

14,70%

29,40%

45,30%
45,90%44,10%

37,10%

32,90%

51,80%

45,90%

27,60%

31,20%

The Second Criteria Students' 
Response 

4,00% 24,00%
16,00%

28,00%

8,00%
40,00%

8,00% 4%

4,00%

8,00%
16%4,00%

32,00%52,00%
52,00%

56,00%

40,00%

24,00%

48,00%

24,00%

24,00% 16,00%

The Second Criteria Teachers' 
Response 



 
 

  
 
  

Volume 9, Number 3, November 2024| 227 

 

  

 Being non-discriminatory towards all students 

 

 Assessing students' achievements with reasonable assignments 

 

 Regularly evaluating students' abilities 

 

 Being flexible in assessments 

 

 

The second highest characteristics of effective English teacher according to the students is 

being good looking with the mean 4.52 which was presented in statement no 40. Millennials 

students are generation who adore on physical appearance because many of them love 

actor/actresses or group band with perfect looks. That’s why they hope the teacher is someone 

who is handsome or beautiful with sexy body to make them love learning English. In contrast for 

the second highest criteria according to the teacher were on statement 23 and 24. In statement 23 

says that teacher should motivate the students to learn with the mean 4.52 and statement 24 saying 

that teacher should help the students improve their self confidence in learning with the mean 4,52 

too. From the statements above it can be seen that both the students and the teacher have different 

perception on this aspect. 

 
 Easily reachable by students 

 

 Approachable and friendly with students 

 

 Remembers students' names and their English proficiency levels 

 

 Polite and respectful of students' diverse characteristics 

 

 Attentive to the personal needs of each student 

 

 A good listener who allows students to express themselves freely 

 

 Open to criticism and suggestions 

 

44,10%

44,10%

1,80%

41,20%

29,40%

36,50%46,50%

38%

33,50%

43,50%
39%

11,20%

The Third Criteria Students' 
Response 

24,00%

36,00%

20,00%

48,00%

20,00%
24,00%40,00%

24%

28,00%

24,00%
44%

4,00%

The Third Criteria Students' 
Response 



 
 

  
 
  

Volume 9, Number 3, November 2024| 228 

 

  

 Has a good sense of humor 

 

 Maintains a neat physical appearance 

 

 Does not get angry easily 

 

 Enthusiastic about their profession as a teacher 

 

 Strict and rigid in adhering to administrative rules 

 

 

The third highest criteria of effective teacher for the millennials students is on statement no 

28 with the mean 4,36. This statement says that teacher should not discriminate their students. 

This support Korieos’ {Kourieos, 2013}, Catano’s {Catano 2011} and Duta’s work {Duta 2015}. 

It means that the millennial students need a teacher who treated them equally without considering 

their differences. As we know the students may have different background such as social status, 

religion, etc. In addition, this view also supported by the teachers’ perception on this statement 

with the mean 4.48.  From the result above it can be seen that not only the students but also the 

teacher perceived that a fair teacher is crucial during the teaching learning process.  

The fourth highest criteria of effective English teacher based on the millennials students is 

that teacher can motivate the students to learn which was presented in statement no 5 with the 

mean 4.41. This finding is in line to Wichade, Chatano, and Kaurious’ study 14 . In contrast, based 

on the teachers’ perception, this third highest characteristics was the teacher should reduce 

students’ anxiety with the mean 4.40. In addition, another third highest criteria which reach the 

same mean value was giving logic assignment and test. From this statement, it can be assumed that 

so far many English teachers may have given the overdose assignment and test. This duty can 

make the students reluctant and think that English is difficult to master.  

The fifth characteristics of effective English teacher is introducing fun activities which was 

presented in statement no 5 with the mean 4.32. Similarly, the teachers also perceive the same 

opinion in this aspect with the value 4.84. it can be seen that this aspect was the fast criteria 

according to the students, but become the first criteria from the teachers’ perspectives.  Giving 

fun activities can be used as one criterion to measure the success of teaching for millennials 

students since for some of them think that they have enjoyable teaching with internet-based 

platforms and applications. When the scenario of teaching is not fun anymore, they may ignore it 

and think that the learning English is difficult. From the result above it can be seen that both the 

students and the teacher have the same perception in this aspect. 

The study revealed significant differences in criteria for effective English teachers between 

millennial students and teachers. Students emphasized personal competencies such as 

 
14 Ibid.; Stella Kourieos and Dimitris Evripidou, “Students’ Perceptions of Effective EFL Teachers in 

University Settings in Cyprus,” English Language Teaching 6, no. 11 (2013), http://dx.doi.org/10.5539/elt.v6n11p1; 
Victor M Catano and Steve Harvey, “Student Perception of Teaching Effectiveness: Development and Validation of 
the Evaluation of Teaching Competencies Scale (ETCS),” Assessment &amp; Evaluation in Higher Education 36, no. 6 
(2011): 701–717, http://dx.doi.org/10.1080/02602938.2010.484879. 



 
 

  
 
  

Volume 9, Number 3, November 2024| 229 

 

  

supportiveness, openness to critique, accessibility, respect for differences, and good listening skills. 

In contrast, teachers prioritized English language mastery including pronunciation, speaking 

proficiency, grammar skills, and competence in using teaching platforms. This suggests that 

students value interpersonal qualities while teachers focus on linguistic proficiency and 

instructional methods. 

The findings contribute to understanding perceptions in Indonesian English language 

teaching, highlighting a gap in existing literature. Exploring these perceptions offers insights into 

how teacher and student perspectives influence expectations of effective teaching. Both groups 

prioritize characteristics that enhance classroom dynamics and student motivation, reflecting 

shared educational and pedagogical concerns that impact teaching and learning outcomes. 

However, further research is needed to explore the underlying reasons for these similarities and 

differences. Teachers are encouraged to create supportive learning environments that meet 

students' emotional needs and enhance learning outcomes. Addressing these personal aspects can 

contribute to more effective teaching practices tailored to student preferences. This study has 

limitations, including its single-point data collection in Indonesia. Future research could explore 

how perceptions evolve over time and across different contexts, providing a more comprehensive 

understanding of effective English language teaching characteristics. 

 

Conclusion 

This study provides valuable insights into the perspectives of millennial students and English 

teachers regarding the challenges and characteristics of effective English teachers in the Society 

5.0 era. The findings reveal shared views on several challenges in English teaching, such as 

vocabulary and pronunciation, which are increasingly shaped by the influence of internet-based 

technologies. Both groups acknowledge that technology empowers students to choose 

independent learning methods and platforms, potentially diminishing the traditional necessity of a 

teacher’s presence. However, this shift underscores the evolving role of teachers as facilitators and 

guides in navigating technological advancements. 

Regarding the characteristics of effective English teachers, both students and teachers 

emphasize the importance of engaging activities, student motivation, and logical assignments and 

assessments. Students, however, place additional value on personal traits such as friendliness and 

appearance, while teachers prioritize mastery of core language skills (reading, speaking, and 

pronunciation) and proficiency in utilizing online teaching platforms. These findings illustrate the 

diverse expectations placed on teachers, reflecting the dual necessity for strong interpersonal skills 

and technological competence in contemporary education. 

This study bridges various aspects of effective teaching, integrating the perspectives of 

teachers and students to highlight the growing significance of technology in shaping educational 

practices. The findings suggest several implications for the field of education. First, English 

education departments should provide pre-service teachers with robust training in technology 

integration and student engagement strategies. Second, professional development programs 

should equip current teachers with the skills to adapt to the changing dynamics of teaching in the 



 
 

  
 
  

Volume 9, Number 3, November 2024| 230 

 

  

Society 5.0 era. Third, universities and policymakers must prioritize creating curricula that balance 

the development of core language skills with the application of digital tools. 

Future research is encouraged to expand on this study by exploring perspectives from 

different regions or educational contexts, examining additional aspects of teacher-student 

dynamics, or investigating how specific technological tools impact teaching efficacy. This study 

highlights the evolving demands placed on teachers in the Society 5.0 era and calls for continued 

exploration into how educators can meet these challenges while maintaining the humanistic aspects 

of teaching. By addressing these evolving needs, the field of education can better prepare teachers 

and students for a future where technology and learning are deeply interconnected. 

 

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Al-Emran, Mostafa, and Charla Griffy-Brown. “The Role of Technology Adoption in Sustainable 
Development: Overview, Opportunities, Challenges, and Future Research Agendas.” 
Technology in Society 73 (2023): 102240. http://dx.doi.org/10.1016/j.techsoc.2023.102240. 

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Development and Validation of the Evaluation of Teaching Competencies Scale (ETCS).” 
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