The impacts of Direct and Indirect Observation on EFL Iranian Teachers' Teaching Quality Improvement
Subject Areas : Journal of Teaching English Language Studies
Shokofe
Rezaie
1
(Islamic Azad University, Takestan Branch)
Mohammad
Taghi Hasani
2
(Imam Hossein University)
Keywords: Observation, teachers', development, learners', achievement,
Abstract :
The present paper sought to examine the effectiveness of less experienced teachers' participationin experienced teachers' classes on students' achievements in terms of their proficiency levels inboth Elementary and Pre-intermediate levels. This quasi-experimental design study was conductedin three Language institutes in Tehran, Iran. Twenty-one EFL teachers were selected asexperienced and less experienced ones. Also 169 female students taking Elementary and Preintermediatecourses formed the participants of this study. The participants assigned intoexperimental and control group. In order to test students' performance in English before thetreatment, a Key English Test (KET) and a Preliminary English Test (PET) were employed tocheck students' English proficiency. There was a statistically significant increase in KETexperimental group' final scores before (M=53.87, SD= 2.822), and after treatment (M=70.81,SD=3.113), p-value=.000 which is < .05. The mean increased with 95% confidence interval from15.81863 to 18.06599. Also there was a statistically significant increase in PET scores before(M=44.36, SD= 2.114), and after treatment (M=59.27, SD=1.835), p-value=.000 which is < .05.The mean increased with 95% confidence interval from 14.233 to 15767. Data analysis andstatistical calculations through T-TEST and one way ANOVA revealed that, although both controland experimental group students' proficiency in English enhanced, there was a significantdifference in experimental group students' final scores before and after treatment and directobservation is beneficial.
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