The successful output of language learning process should ensure effective inputs by the key figures (teacher, student, stakeholder, and curricula) of education. This study aimed to examine preuniversity students’ perceptions on the attributes of an effective English as a Foreign Language (EFL) teacher in Saudi Arabia. Mixed-methods research design was applied to a sample of 231 students (135 males & 96 females) enrolled in the preparatory year program at a Saudi public university in the southern region of Saudi Arabia. The data were collected using two instruments: 5-point Likert-type scale and open-ended questions. The students’ responses on the closed questionnaire were analyzed using descriptive analysis and independent t test, whereas the data from the open-ended questions were analyzed by chi-square (cross tabulation) and MS Excel using thematic analysis. The findings indicated that 88% of Saudi preuniversity students agree on the high importance of the attributes of personality, methodology, and language knowledge that make an effective EFL teacher. Cultural awareness is of significance to the effectiveness of EFL teacher. However, gender was reported as an insignificant variable to the effectiveness of EFL teacher. In addition, fame, age, and country of EFL teachers did not reveal any connection to the teaching effectiveness of EFL teachers. Recommendations, implications, and suggestions for future research are discussed.

语言学习过程的成功输出应确保教育关键人物（老师，学生，利益相关者和课程）的有效投入。这项研究旨在检验大学生对沙特阿拉伯有效的英语作为外语（EFL）老师的属性的看法。混合方法研究设计应用于在沙特阿拉伯南部地区的一所沙特公立大学就读预科课程的231名学生（135名男性和96名女性）的样本中。使用两种工具收集数据：5点李克特式量表和开放式问题。使用描述性分析和独立t分析对学生对封闭问卷的回答进行分析测试，而来自开放式问题的数据则通过卡方（交叉制表）和MS Excel使用主题分析进行了分析。调查结果表明，88％的沙特大学预科生同意个性，方法论和语言知识等属性的重要性，这些属性可以使EFL成为一名有效的教师。文化意识对于提高外语教师的效率具有重要意义。但是，据报告性别对EFL教师的效能影响不大。此外，EFL教师的名气，年龄和所在国家/地区与EFL教师的教学效果没有任何关系。讨论了对未来研究的建议，影响和建议。