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Majid Amerian

Majid Amerian

Academic rank: Associate Professor
ORCID: https://orcid.org/0000-0001-7772-0506
Education: PhD.
ScopusId: 55802017900
Faculty: Literature and Languages
Address: Arak University
Phone:

Research

Title
THE RELATIONSHIP BETWEEN REFLECTIVE TEACHING AND EFL TEACHERS’ EVALUATION OF STUDENTS’ ACHIEVEMENT
Type
JournalPaper
Keywords
Reflective teaching; Teachers' evaluation; Students' achievement; In-serviceTeachers
Year
2015
Journal International Journal of Language Learning and Applied Linguistics World
DOI
Researchers Houshang Yazdani ghareaghaj ، Majid Amerian ، AHMAD HADDADI

Abstract

This study aims to investigate the relationship between reflective teaching and EFL teachers' evaluation of students' achievement. The participants in this study consist of fifty English as foreign language ( EFL) teachers of Dourod city in IRAN. The data for this study was collected via three different instruments, namely questionnaires, observation, and document analysis. First, the participants completed three questionnaires, the first one dealt with some personal information about participants and their teaching interest. The second questionnaire dealt with the statements relating to teachers' cognitions on their teaching process, (Adopted from Levin, B. (2001)). This questionnaire consisted of some statements checking different aspects of their teaching process. The third questionnaire prepared by Hilisbourugh Colledge in 1968 is a questionnaire for faculty evaluation of student performance. This questionnaire deals with the evaluation of different aspects of students’ achievement. Following the administration of questionnaires, some random observations were carried out. Data management and analysis were conducted with SPSS software. I also used the teachers' evaluation of students' achievement in the form of standardized tests, submitted by the participants to support the findings from the third questionnaires. The analysis revealed that most of the participants' practices were consistent with their stated cognitions in all aspects. The analysis of the data also revealed that many of the teachers in this study are not aware of the outcomes of their stated cognitions on their teaching process, and consequently, on their evaluation of students' achievement. The results of this study revealed that there is a moderate relationship between reflective teaching and teachers’ evaluation of students’ achievement. The results of this study implicated that the local in-service teacher education and training program should aid teachers in identifying and refining their ev