The impacts of Direct and Indirect Observation on EFL Iranian Teachers' Teaching Quality Improvement

Journal of Teaching English Lnaguage Studies

مقاله 1، دوره 6، شماره 4، شهریور 2018، صفحه 7-32   

نویسندگان

Shokofe Rezaie¹؛ Mohammad Taghi Hasani²

¹Islamic Azad University, Takestan Branch

²Imam Hossein University

چکیده

The present paper sought to examine the effectiveness of less experienced teachers' participation
in experienced teachers' classes on students' achievements in terms of their proficiency levels in
both Elementary and Pre-intermediate levels. This quasi-experimental design study was conducted
in three Language institutes in Tehran, Iran. Twenty-one EFL teachers were selected as
experienced and less experienced ones. Also 169 female students taking Elementary and Preintermediate
courses formed the participants of this study. The participants assigned into
experimental and control group. In order to test students' performance in English before the
treatment, a Key English Test (KET) and a Preliminary English Test (PET) were employed to
check students' English proficiency. There was a statistically significant increase in KET
experimental group' final scores before (M=53.87, SD= 2.822), and after treatment (M=70.81,
SD=3.113), p-value=.000 which is < .05. The mean increased with 95% confidence interval from
15.81863 to 18.06599. Also there was a statistically significant increase in PET scores before
(M=44.36, SD= 2.114), and after treatment (M=59.27, SD=1.835), p-value=.000 which is < .05.
The mean increased with 95% confidence interval from 14.233 to 15767. Data analysis and
statistical calculations through T-TEST and one way ANOVA revealed that, although both control
and experimental group students' proficiency in English enhanced, there was a significant
difference in experimental group students' final scores before and after treatment and direct
observation is beneficial.

کلیدواژه‌ها

Observation؛ teachers' development؛ learners' achievement

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