مطالعه کیفی تأثیر آزمون جدید ورودی دوره دکتری رشته آموزش زبان انگلیسی بر روش تدریس، ارزشیابی کلاسی و برنامه درسی استادان زبان دانشگاه های ایران
محورهای موضوعی : روانشناسی تربیتی
1 - Assistant Professor of TEFL, Yasouj University
2 - M. A. Graduate of TEFL, Yasouj University
کلید واژه: روش تدریس, آزمون ورود به دانشگاه, برنامه های کارشناسی ارشد آموزش زبان انگلیسی, ارزیابی کلاس, طراحی برنامه درسی,
چکیده مقاله :
با توجهبه اهمیت و حساسیت آزمون ورودی دوره دکتری در ایران، انتظار میرود که این آزمون تاثیرات قابل توجهی بر برنامه های آموزشی تحصیلات تکمیلی در دانشگاه های ایران بگذارد. مطالعه حاضر تلاشی برای بررسی دیدگاه های استادان دانشگاه های ایران در رابطه با اثرات احتمالی آزمون جدید ورودی دکتری رشته آموزش زبان انگلیسی بر روش تدریس، ارزشیابی کلاسی و برنامه درسی آنها بود. برای نیل به این هدف، پژوهشگران این مطالعه، مصاحبه هایی دقیقی با ده استاد مجرب در تدریس دروس رشته آموزش زبان انگلیسی در مقطع کارشناسی ارشد انجام دادند. نتایج به دست آمده از تجزیه و تحلیل اطلاعات جمع آوری شده نشان داد که آزمون جدید، علی رغم اهمیت بسیار بالای آن، تاثیر چندانی بر روی روش تدریس و ارزشیابی کلاسی اساتید نگذاشته است. از دید شرکت کنندگان دراین مطالعه، دلیل این امر عدم همسویی مهارت های مورد نیاز جهت موفقیت در آزمون ورودی دکتری و اهداف و انتظارات در نظر گرفته شده در دوره های کارشناسی ارشد و دکتری رشته آموزش زبان انگلیسی است. از طرفی دیگر، نتایج بیان گر آن بود که این آزمون، با اثرگذاری بر انتخاب منابع و موضوعات درسی استادان، موجبتعغیرچگونگی طر احی برنامه درسی آنها شده است. این مطالعه در ادامه به بحث پیرامون تاثیرات نتایج به دست آمده در بافت تحصیلات تکمیلی رشته آموزش زبان انگلیسی در دانشگاه های ایران میپردازد
Given the significance and sensitivity of the Iranian Ph.D. program entrance exams, such high-stakes exams are assumed to exert considerable influence on Iranian public higher educational curriculums. The present study was motivated to scrutinize the EFL instructors’ insights to explore the potential washback effects of the new Iranian TEFL Ph.D. program entrance exam on their teaching methodology, class assessment, and syllabus design. To this end, the researchers conducted in-depth interviews with ten experienced instructors teaching M.A. courses at four Iranian universities. The results emerging from the close qualitative content analysis of the respondents’ introspection indicated that the new exam, despite its considerable significance, fails to generate substantial effects on the instructors’ teaching methodology and class assessment due to the inconsistency between the objectives supposed to be met by the new exam administration and those expected to be achieved in TEFL M.A. and Ph.D. programs. Further, it was revealed that the new exam, on the contrary, substantially influences the instructors’ syllabus design through conditioning their material and content selection. This study further discusses the implications of the findings in the context of Iranian TEFL higher education
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