The Relationship Between Teaching Style and Assessment Methods Employed by Iraqi High School EFL Teachers
محورهای موضوعی : Research in English Language PedagogyRana Kadhim Rahoomi 1 , Parviz Alavinia 2
1 - Department of English Language and Literature, Urmia University, Urmia, Iran
2 - Department of English Language and Literature, Urmia University, Urmia, Iran
کلید واژه: AMS, Assessment methods, High school, Iraqi EFL teachers, Teaching styles, TSI,
چکیده مقاله :
The researchers in the current mixed-methods study sought to identify the relationship between the teaching styles of Iraqi high school EFL teachers and their application of assessment methods. In doing so, the teachers’ perceptions regarding the relationship between these two constructs were also explored. To conduct the research, 120 Iraqi EFL teachers (both male and female) were initially selected from several high schools in Iraq. In the quantitative phase, data were collected by administering two questionnaires: Grasha’s (1996) Teaching Styles Inventory (TSI) and a researcher-developed Assessment Methods Scale (AMS). A follow-up interview was also performed to consolidate the findings gained in the quantitative phase. As the findings depicted, significant correlations existed between the whole TSI as well as its subcomponents, on the one hand, and assessment methods, on the other. However, only the expert teaching style was singled out as a strong predictor of teachers' assessment methods. Moreover, qualitative findings revealed five key themes from participants’ interviews concerning the relationship between teaching styles and assessment methods. These themes included interconnectedness, dependability, differentiation, novelty, innovation, the need for training, and the need for gaining feedback from learners. The findings offer valuable implications for teachers, teacher trainers, school administrators, and policymakers in the Iraqi high school context.
The researchers in the current mixed-methods study sought to identify the relationship between the teaching styles of Iraqi high school EFL teachers and their application of assessment methods. In doing so, the teachers’ perceptions regarding the relationship between these two constructs were also explored. To conduct the research, 120 Iraqi EFL teachers (both male and female) were initially selected from several high schools in Iraq. In the quantitative phase, data were collected by administering two questionnaires: Grasha’s (1996) Teaching Styles Inventory (TSI) and a researcher-developed Assessment Methods Scale (AMS). A follow-up interview was also performed to consolidate the findings gained in the quantitative phase. As the findings depicted, significant correlations existed between the whole TSI as well as its subcomponents, on the one hand, and assessment methods, on the other. However, only the expert teaching style was singled out as a strong predictor of teachers' assessment methods. Moreover, qualitative findings revealed five key themes from participants’ interviews concerning the relationship between teaching styles and assessment methods. These themes included interconnectedness, dependability, differentiation, novelty, innovation, the need for training, and the need for gaining feedback from learners. The findings offer valuable implications for teachers, teacher trainers, school administrators, and policymakers in the Iraqi high school context.
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