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Generally speaking, Mullock's research paper is easy to follow and comprehend. In the very first phase of studying the article, I found quite confused with the way which the author presented her points. Yet, the further I read the article, the better and more logical her things became. She studied an issue that's been perennial subject of discussion in any educational context, so the title attracted attention at the first time of reading. The curiosity has been heightened as reading through the article. As clearly showed on the paper, there was a change in now pupils' perceptions of what constitutes a fantastic language teacher in comparison to those of students in the past. The writer has a firm background of TESOL instruction and teacher training. Plus, she used a lot of appropriate sources to back her points of view up. For instance, Mullock's respondents were experienced and intending teachers, so that she compared her respondents' answers to findings of different research on instructor's thought. Consequently, the credibility of the study isn't a controversial issue. Another good point of the study is the appropriateness of the language use since Mullock used familiar terminology in education field when the targeted audiences are TESOL students, teachers, educational researchers and educators. Moreover, when comparing her own study in TESOL area into the knowledge base conceptualization of Shulman (1987) at general education field, Mullock deeply analyzed and provided interesting info. She also considered cross-cultural matters surfaced in every knowledge category to assist the readers have a thorough insight into the matter. Additionally, her reasoning on the differences between her article and Shulman's notion (cited in Summary part) is satisfa...