Assessing English Language Quality of EFL Students: Links to A Grounded Theory
Subject Areas : Journal of Language, Culture, and Translationفاطمه گرجی 1 , شهرام افراز 2 , فضل الله صمیمی 3
1 -
2 -
3 -
Keywords: EFL Context, Grounded Theory, English Language quality, Model Assessment,
Abstract :
This qualitative study was an endeavor to assess English language quality of EFL students with linking to a grounded theory. To this aim, first 20 teachers working in a non-profit language institute were selected based on chain sampling or snowball sampling. Sampling continued until theoretical saturation and were interviewed. After extracting the components and indicators obtained from the analysis of interviews, a questionnaire was created to collect the necessary information and data to assess the quality of English language students. Then, a total number of 100 English language teachers teaching English in different levels of proficiency participated in this survey. According to the careful analysis, findings identified the main evaluating criteria for English language quality of Iranian EFL Learners as individual characteristics, learning strategy, individual characteristics, learning dynamics, educational technology, content setting, anxiety, weakness in learning, assessing knowledge/skills, positive evaluation, as well as individual and social consequences. Moreover, the most important ones with the highest distribution of category concepts among EFL learners referred to learning strategy (like to acquire language skills, spirit of competitiveness, spirit of collaboration, planning, cognitive development, employing group learning), individual characteristics (using peers' experiences, using the experiences of others, appropriate evaluation, giving desirable homework, eagerness to attend the class), and learning dynamics (innovative management, self-centered learning, having online learning, a positive learning context, access to up-to-date resources). The results can provide useful insight into curriculum development and improvement for seeking educational effectiveness in EFL setting.
References
Ary, D., Jacobs, L. C., Sorensen, C., & Walker, D. A. (2014). Introduction
to research in education. USA: Cengage Learning.
Bastian, K., & Henry, G. (2016). Teacher candidate performance
assessments: Local scoring and implications for teacher preparation
program improvement. Teaching and Teacher Education 59(6), 1-
12.
Bhandari, P. (2020). What Is Qualitative Research? Methods & Examples.
Djs Research Journal, 2(3), 55-62.
Brown, J. D., & Rodgers, T. S. (2002). Doing second language research.
Oxford University Press.
Clotfelter, C., Ladd, H., and Vigdor, J. (2007). Teacher credentials and
student achievement in high school: A cross-subject analysis with
student fixed effects (National Bureau of Economic Research
Working Paper 13617). Available from www.Caldercenter.
Coniam, D. (2009). Investigating the quality of teacher-produced tests for
EFL students and the effects of training in test development
principles and practices on improving test quality. System, 37(2),
226-242.
Deygers, B., & Malone, M. E. (2019). Language assessment literacy in
university admission policies, or the dialogue that isn’t. Language
Testing, 36(3), 347–368.
Dresel, M., & Rindermann, H. (2011). Counseling University Instructors
Based on Student Evaluations of Their Teaching Effectiveness: A
Multilevel Test of its Effectiveness Under Consideration of Bias and
Unfairness Variables. Research in Higher Education 52(7),717-
737.
Gorji, F., Afraz, SH., & Samimi, F. / Journal of Language, Culture, and Translation 5(1) (2022), 133-149
148
Duckor, B., Castellano, K.E., Téllez, K., Wihardini, D., & Wilson, M.
(2014). Examining the internal structure evidence for the
performance assessment for California teachers a validation study
of the elementary literacy teaching event for Tier I Teacher
Licensure. Journal of Teacher Education, 65(5), 402–420.
Feistauer., D. & Richter, T. (2016). How reliable are students’ evaluations
of teaching quality? A variance components approach. Assessment
& Evaluation in Higher Education 42(8),1-17.
Fulcher, G. (2015). Assessing second language speaking. Language
Teaching, 48(2), 198–216.
Groom, N., & Littlemore, J. (2012). Doing applied linguistics: A guide
for students. London: Routledge.
Kim, H. (2019). A Comparative Analysis of EFL Students’ Needs and
Evaluation of English Curriculum: A Case Study from Korea.
English Teaching, 74 (4), 3-28.
Ladd, H.F. (2008). Value-Added of Teacher Credentials: Policy
Implications. Paper presented at the second annual CALDER
research conference, “The Ins and Outs of Value-Added Measures
in Education: What Research Says,” Washington, D.C., November
21.
Marsh, H. W., Muthén, B., Asparouhov, T., Lüdtke, O., Robitzsch, A.,
Morin, Alexandre J. S., & Trautwein, U. (2009). Exploratory
structural equation modeling, integrating CFA and EFA:
Application to students' evaluations of university teaching.
Structural Equation Modeling: A Multidisciplinary Journal, 16,
439–476.
Maykut, P., & Morehouse, R. (1994). Beginning Qualitative Research: A
philosophical and practical guide. London: The Flamer Press.
McNamara, C. (1999). General Guidelines for Conducting Interviews.
Minnesota.
Mohammaditabar, M., Bagheri, M., Yamini, M., & Rassaei, E. (2019).
Iranian EFL teachers’ perspectives of qualities of a good language
teacher: Does educational context make a difference. Cogent
Education, 6(1), 1-20.
Nye, B., Konstantopoulos, S., & Hedges, L. V. 2004. How large are
teacher effects? Educational Evaluation and Policy Analysis,26 (2),
237–257.
Orabah, S., Bijani, H., & Ismail, M. (2022). Assessing English language
teachers’ understanding and practices of student-centered learning
in Oman. Language Testing in Asia, 41 (4), 112-128.
Gorji, F., Afraz, SH., & Samimi, F. / Journal of Language, Culture, and Translation 5(1) (2022), 133-149
149
Park, G., & Lee, H. (2006). The qualities of effective English teachers as
perceived by high school teachers and students in Korea. Asia
Pacific Education Review, 7(2), 236-248.
Pham, A. T. (2022). What makes a good EFL teacher: A reference for
language teacher education. Journal of Language and Linguistic
Studies, 18(1), 150-159.
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement,
and improvement of classroom processes: Standardized observation
can leverage capacity. Educational Researcher, 38(2), 109-119.
Sanders, W., Wright, S., & Horn, S., (1997). Teacher and classroom
context effects on student achievement: implications for teacher
evaluation. Journal of Personnel Evaluation in Education, 11(1),
57–67.
Santiago, P., & Benavides, F. (2009). Teacher evaluation: a conceptual
framework and examples of country practices. Paper for
presentation at the OECD Mexico (pp. 1–2).
Shahi, R., Khany, R., & Shoja, L. (2022). English Language Teaching
Policy in Iran and Singapore: A Qualitative Meta-Analysis. Applied
Research on English Language, 11(3), 5-77.
Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective
English language teacher as perceived by Iranian teachers and
learners of English. English Language Teaching, 2(4), 130–143.
SoodmandAfshar, H., & Doosti, M. (2014). Exploring the characteristics
of effective Iranian EFL teachers from students’ and teachers’
perspectives. Iranian Journal of Applied Language Studies,6(1),
205–230.
Smith, J.S., Szelest, B.P., & Downey, J.P. (2004). Implementing
outcomes assessment in an academic affairs support unit. Research
in Higher Education, 45(4), 405–427.
Snook, I., O'Neill, J., Birks, K. S., Church, J., & Rawlins, P. (2013). The
assessment of teacher quality: an investigation into current issues
in evaluating and rewarding teachers.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research:
Techniques and procedures for developing grounded theory (2nd
Ed.). Thousand Oaks, CA: Sage.
Wangdi, T., & Shimray, R. (2021). Qualities of effective EFL teachers as
perceived by Thai students: A photovoice study. Issues in
Educational Research, 32(2), 805-824.
