An Investigation of EFL Students’ Satisfaction with Instructors’ Teaching Practices at the English Department of Laghman University

Hedayatullah Bawar; Zabihullah Arab; Malang Momand‎; Imranulah Khanjar; Hamza Atifnigar

doi:10.70436/nujah.v2i02.22

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Authors

Hedayatullah Bawar Department of English, Faculty of Literature and Human Science, Laghman University, Mihtarlam, Afghanistan.‎ Author https://orcid.org/0009-0004-3966-4178
Zabihullah Arab Department of English, Faculty of Literature and Human Science, Laghman University, ‎Mihtarlam, Afghanistan.‎ Author https://orcid.org/0009-0007-7378-4087
Malang Momand‎ Department of English, Faculty of Literature and Human Science, Laghman University, ‎Mihtarlam, Afghanistan.‎ Author https://orcid.org/0009-0006-7402-7195
Imranulah Khanjar Department of Pashto, Faculty of Literature and Human Sciences, Laghman University, Laghman, Afghanistan.‎ Author https://orcid.org/0009-0009-6885-8533
Hamza Atifnigar Department of English, Faculty of Literature and Human Science, Laghman University, ‎Mihtarlam, Afghanistan.‎ Author https://orcid.org/0000-0002-3508-0085

DOI:

https://doi.org/10.70436/nujah.v2i02.22

Keywords:

EFL Student Satisfaction,, Instructors’ Teaching Practices,, Teaching Effectiveness,, ‎Undergraduate EFL Students,, Afghan Higher Education,, Laghman University,

Abstract

This study explores EFL students’ satisfaction with instructors at Laghman University’s English Department, Afghanistan. Using a quantitative descriptive design, data were gathered from 150 undergraduate students via a 24-item questionnaire covering teaching effectiveness, communication, feedback, and academic support. Analysis with SPSS 26 showed generally positive student perceptions. Teaching effectiveness and communication scored highly, highlighting instructors’ clarity, preparedness, respectful interaction, and student engagement. Feedback was seen as fair and helpful but raised concerns about timeliness and consistency. Academic support motivated students, though instructor availability outside class was less satisfactory. Overall, instructors meet academic expectations, but improvements in feedback delivery and accessibility could enhance satisfaction. The findings contribute valuable insights to the limited research on EFL higher education in Afghanistan and suggest practical steps to boost teaching quality in similar contexts.

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