Designing Criteria for Evaluating the English Language Quality of Iranian EFL Learners: Teachers’ Perceptions and Attitudes in Focus

محورهای موضوعی : نشریه زبان و ترجمه

Fatemeh Gorji ¹ , Shahram Afraz ² , Fazlolah Samimi ³

1 - Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
3 - Department of English, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran

تاریخ دریافت : 1401/08/04 تاریخ پذیرش : 1401/10/06 تاریخ انتشار : 1401/10/11

کلید واژه: Designing, Iranian EFL learners, Evaluating, English Language quality, Teacher Attitudes,

چکیده مقاله :

This study designed and validated criteria to evaluate the English language quality of Iranian EFL learners to provide information about the foreign language learning and teaching systems and to improve the quality standards in Iran. the method of this research is descriptive exploratory type. The statistical population of this research includes 20 experienced teachers working at different levels (primary, intermediate & advanced) in a non-profit language institute (Safir Language Institute) in Bandar Abbas, Hormozgan, Iran. Sampling was performed theoretically using chain sampling or snowball sampling. In this study, the process of analyzing the data obtained from the interviews was performed in three coding steps (open, axial, and selective) which were performed consecutively, the interviews were collected and analyzed and coded line by line using version 10 of qualitative data analysis software (MAXQDA). Results showed that the most important Criteria for Evaluating the English Language Quality of Iranian EFL Learners are learning strategy, individual characteristics, learning dynamics, educational technology, content setting, anxiety and low self-esteem, weaknesses in learning, positive evaluation, negative evaluation, assess knowledge and skills, individual consequences, social consequences, cultural implications, economic consequences, and political consequences.

چکیده انگلیسی:

پژوهش حاضر معیارهایی را برای ارزیابی کیفیت زبان انگلیسی زبان آموزان ایرانی برای ارائه اطلاعات در مورد سیستم های یادگیری و آموزش زبان های خارجی و ارتقای استانداردهای کیفی در ایران طراحی و تایید کرد. روش این تحقیق از نوع توصیفی اکتشافی است. جامعه آماری این پژوهش شامل 20 معلم مجرب شاغل در مقاطع مختلف (ابتدایی، متوسط و پیشرفته) در یک موسسه زبان غیرانتفاعی (موسسه زبان سفیر) در بندرعباس، هرمزگان، ایران است. نمونه گیری به صورت تئوری با استفاده از نمونه گیری زنجیره ای یا نمونه برداری گلوله برفی انجام شد. در این پژوهش، فرآیند تحلیل داده‌های به‌دست‌آمده از مصاحبه‌ها در سه مرحله کدگذاری (باز، محوری و انتخابی) به صورت متوالی انجام شد، مصاحبه‌ها جمع‌آوریو با استفاده از نسخه 10 داده‌های کیفی و نرم افزار (MAXQDA) تحلیل و کدگذاری شدند. نتایج نشان داد که مهمترین معیارهای ارزیابی کیفیت زبان انگلیسی زبان آموزان ایرانی عبارتند از: استراتژی یادگیری، ویژگی های فردی، پویایی یادگیری، فناوری آموزشی، تنظیم محتوا، اضطراب و عزت نفس پایین، ضعف در یادگیری، ارزیابی مثبت، ارزشیابی منفی، ارزیابی دانش و مهارت، پیامدهای فردی، پیامدهای اجتماعی، پیامدهای فرهنگی، پیامدهای اقتصادی و پیامدهای سیاسی.

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