Investigating Iranian EFL Instructor Evaluation Scheme from End-Users’ Perspective: Self-Evaluation vs. Students’ Ratings

الموضوعات : Research in English Language Pedagogy

Fateme Naderian ¹ (English Department, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran)
Azizeh Chalak ² (English Department, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran)
Ahmad Ali Foroughi ³ (Educational Sciences Department, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran)
Hossein Heidari Tabrizi ⁴ (English Department, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran)

تاريخ الإرسال : 27 الإثنين , ذو الحجة, 1438 تاريخ التأكيد : 14 الإثنين , ربيع الثاني, 1439 تاريخ الإصدار : 21 السبت , ذو الحجة, 1439

الکلمات المفتاحية: Teacher Evaluation Scheme, Students’ Ratings, Keywords: Iranian EFL Context, rating scale, Self-Evaluation,

ملخص المقالة :

Abstract This study investigated Iranian EFL instructor evaluation scheme from end-users’ perspective: self-evaluation vs. students’ ratings. To do so, in the second semester of 2015-2016, 60 instructors and 1000 students of English Department of Islamic Azad University Isfahan (Khorasgan) Branch, )IAUIB(, were selected as those from whom the corpus of the study was extracted. The corpus was provided by administrating two rating scales online via the university website on each person’s profile. Then the results of their completed evaluation rating scales were compared. The study was accomplished through a non-experimental descriptive correlational design. The results revealed that almost no relationship was found between Iranian EFL instructors’ self-evaluation and those done by their students at IAUIB. This study could benefit Iranian educationalists, policy makers, and evaluators in making informed pedagogical decisions and conducting more efficient teacher evaluation in English education of Iran.

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