Social Justice in National University Entrance Exams: Insights from EFL Learners’ and Teachers’ Perceptions in Iran
الموضوعات : Journal of Language, Culture, and Translation
Sanaz Behboudi
1
,
Masood Siyyari
2
,
Gholam-Reza Abbasian
3
1 - Ph.D. Student of Department of Language Teaching, SR. C., Islamic Azad University, Tehran, Iran
2 - Assistant Professor of Applied Linguistics, Department of Language Teaching, SR. C., Islamic Azad University, Tehran, Iran
3 - Associate Professor of TEFL, Department of English Language and Literature, Imam Ali University, Tehran, Iran
الکلمات المفتاحية: Iranian EFL Context, Reliability, Responsibility, Social Justice, Validity ,
ملخص المقالة :
Although the influence of social justice on student learning is recognized, there remains a gap in research regarding its significance in language assessment, especially within Iranian English as a Foreign Language (EFL) contexts. As a result, this study explores the perceptions of EFL learners and teachers regarding how well the National University Entrance Exam for Foreign Languages (NUEEFL, often referred to as “Konkour”) aligns with principles of social justice. A sequential explanatory mixed-methods design was employed in this study. Data were gathered using a validated social justice questionnaire (SJQ) for quantitative insights, while qualitative perspectives were obtained through semi-structured interviews. Two hundred undergraduate Konkour candidates and 100 English language teachers were selected for the purpose of the present study. In the qualitative phase, 30 teachers and 50 students were selected through purposive sampling from those who responded to the SJQ. The SJQ, comprising 14 items and utilizing a 5-point Likert scale, assessed perceptions regarding social class treatment, individual biases, and the characteristics of test developers. Quantitative data underwent analysis using SPSS, and thematic analysis was employed on qualitative data. The results showed that the SJQ was reliable and had great construct validity. Furthermore, both EFL teachers and learners perceived the Konkour as socially inequitable, citing prejudice towards socioeconomically advantaged groups, the impact of personal bias and subjective assessment, and the uneven application of rights. The qualitative insights further elucidated systemic inequities, including advantages for affluent, urban students, linguistic barriers, and a pervasive distrust in the test's fairness, underscoring that socioeconomic status, geographic location, and resource accessibility substantially influence performance beyond mere ability. The findings underscore ongoing social justice challenges in high-stakes language testing in Iran, stressing the necessity for policy reform, increased teacher awareness, and test development practices that prioritize fairness and equity.
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