Home Articles List Article Information
Journal of English Language Pedagogy and Practice
Journal Archive
Volume Volume 11 (2018)
Volume Volume 10 (2017)
Volume Volume 9 (2016)
Volume Volume 8 (2015)
Volume Volume 7 (2014)
Volume Volume 6 (2013)
Volume Volume 5 (2012)
Volume Volume 4 (2011)
Volume Volume 3 (2010)
Volume Volume 2 (2009)
Volume Volume 1 (2008)
Abbasian, G., Khadempir, F. (2019). Implementation and Assessment Challenges in Iranian Secondary High School EFL Program. Journal of English Language Pedagogy and Practice, 11(23), 1-20.
Gholam-Reza Abbasian; Fatemeh Khadempir. "Implementation and Assessment Challenges in Iranian Secondary High School EFL Program". Journal of English Language Pedagogy and Practice, 11, 23, 2019, 1-20.
Abbasian, G., Khadempir, F. (2019). 'Implementation and Assessment Challenges in Iranian Secondary High School EFL Program', Journal of English Language Pedagogy and Practice, 11(23), pp. 1-20.
Abbasian, G., Khadempir, F. Implementation and Assessment Challenges in Iranian Secondary High School EFL Program. Journal of English Language Pedagogy and Practice, 2019; 11(23): 1-20.

Implementation and Assessment Challenges in Iranian Secondary High School EFL Program

Article 1, Volume 11, Issue 23, Winter and Spring 2019, Page 1-20  XML PDF (528.01 K)
Document Type: Research Paper
Authors
Gholam-Reza Abbasian email 1; Fatemeh Khadempir2
1Imam Ali University, Tehran, Iran
2Departments of English Language, South Tehran Branch, Islamic Azad University, Tehran, Iran
Abstract
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.
 
Keywords
Iranian EFL program; teachers’ knowledge of CLT; summative test validity; Prospects series
Statistics
Article View: 100
PDF Download: 117