Implementation and Assessment Challenges in Iranian Secondary High School EFL Program
محورهای موضوعی : language teachingغلامرضا عباسیان 1 , فاطمه خادم پیر 2
1 - Imam Ali University, Tehran, Iran
2 - Departments of English Language, South Tehran Branch, Islamic Azad University, Tehran, Iran
کلید واژه: Iranian EFL program, teachers&rsquo, knowledge of CLT, summative test validity, Prospects series,
چکیده مقاله :
Paradigm shift in language education has caused many countries including Iran to reshuffle their public EFL educational program. However, such a promising trend in Iran has entailed serious challenges, which necessitated this study aimed at collecting data from 70 teachers and 70 students to investigate the CLT challenges in terms of both teachers' pedagogical and assessment areas. A Partial Least Square Model (PLSM) addressed these two variables. The findings showed that the first three sub-traits of both CLT and testing knowledge have varying contributions to the main latent variables, respectively. Second, Friedman test indicated lack of compatibility between the respective dimensions as to the implementation of the program. Third, the post-hoc comparison tests revealed that teachers perceived CLT significantly lower than the three areas of CLT testing, knowledge of CLT tests and knowledge of developing CLT tests. Also, their knowledge of characteristics of CLT was significantly lower than their perceptions of CLT testing, and knowledge of CLT tests. However, their knowledge of the characteristics of CLT was not significantly different from that of developing CLT tests. Finally, their knowledge of techniques in CLT was significantly lower than their perceptions of CLT testing, knowledge of CLT tests, and knowledge of developing CLT tests. In sum, the Iranian public EFL program still suffers from both implementation and assessment challenges necessitating remedial teacher education program.
تغییر رویکرد در آموزش زبان سبب شده است که بسیاری از کشورها از جمله ایران دست به اصلاحات بنیادین در برنامه آموزش زبان انگلیسی در نظام آموزش عمومی بزنند. لیکن، چنین روند نوید بخش در ایران چالشهای جدی در پی داشته استت بطوریکه انجام چنین تحقیقاتی را ضرورت بخشیده است. این مطالعه با مشارکت 70 نفر معلم زبان و 70 نفر دانش آموز به هدف بررسی چالشهای اجرای آموزش بر اساس شیوه ارتباطی هم از منظر دانش آموزشی معلمین و هم از جنبه ارزیابی تحصیلی صورت گرفت. این دو متغیر و سه بعد هر کدام بر اساس مدل PLSM مورد بررسی قرار گرفتند که یافته ها موید همبستگی متفاوت سه بعد داتش ارتباطی و نیز دانش ارزیابی به ترتیب نسبت به سازه های اصلی یعنی دانش ارتباطی و دانش ارزیابی بوده است. لیکن آزمون فرید من موید عدم سازگاری و تناسب ابعاد مذکور با اجرای برنامه می باشد. مقایسه پس-وقوعی نیز موید نگرش حداقلی تر معلمین نسبت به دانش آموزشی شیوه ارتباطی در مقایسه با دانش ارزیابی و ابعاد آن بوده است کما اینکه دانش و معلومات آنان در زمینه ویزگیهای شیوه ارتباطی نیز پایینتر می باشد، هر چند که تفاوت معناداری بین متغیر دانش آموزشی شیوه ارتباطی و جنبه دانش تهیه آزمونهای ارتباطی دیده نشد. البته مجموعا دانش فنون اجرای شیوه ارتباطی نیز در مقایسه با سه جنبه مختلف ارزیابی شامل آزمون سازی، دانش آزمونهای ارتباطی و دانش خاص تهیه و تدوین آزمونهای ارتباطی پاینتر ارزیابی می شود. مجموعا نوعی عدم تطابق و سازگاری بین دانش آموزش و ارزیابی شیوه ارتباطی آموزش زبان به عنوان چالشهای اجرایی و ارزیابی برنامه درسی همچنان بقوت خود باقی هستند که مستلزم برنامه ریزیهای اساسی در حیطه تربیت معلم زبان می باشد.
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