WASHBACK EFFECTS OF THE NEW IRANIAN TEFL PH.D. PROGRAM ENTRANCE EXAM ON EFL INSTRUCTORS’TEACHING METHODOLOGY, CLASS ASSESSMENT, AND SYLLABUS DESIGN: A QUALITATIVE SCRUTINY

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REZVANI REZA; SAYYADI ALI

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Journal: (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES Year:2016 | Volume:9 | Issue:33 Page(s): 159-180

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Title

WASHBACK EFFECTS OF THE NEW IRANIAN TEFL PH.D. PROGRAM ENTRANCE EXAM ON EFL INSTRUCTORS’TEACHING METHODOLOGY, CLASS ASSESSMENT, AND SYLLABUS DESIGN: A QUALITATIVE SCRUTINY

Author(s)

REZVANI REZA | SAYYADI ALI | Issue Writer Certificate

Keywords

WASHBACKQ4

UNIVERSITY ENTRANCE EXAMSQ4

TEFL POSTGRADUATE PROGRAMSQ4

TEACHING METHODOLOGYQ4

CLASS ASSESSMENTQ4

SYLLABUS DESIGNQ4

Abstract

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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APA: Copy

REZVANI, REZA, & SAYYADI, ALI. (2016). WASHBACK EFFECTS OF THE NEW IRANIAN TEFL PH.D. PROGRAM ENTRANCE EXAM ON EFL INSTRUCTORS’TEACHING METHODOLOGY, CLASS ASSESSMENT, AND SYLLABUS DESIGN: A QUALITATIVE SCRUTINY. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, 9(33), 159-180. SID. https://sid.ir/paper/183414/en

Vancouver: Copy

REZVANI REZA, SAYYADI ALI. WASHBACK EFFECTS OF THE NEW IRANIAN TEFL PH.D. PROGRAM ENTRANCE EXAM ON EFL INSTRUCTORS’TEACHING METHODOLOGY, CLASS ASSESSMENT, AND SYLLABUS DESIGN: A QUALITATIVE SCRUTINY. (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES[Internet]. 2016;9(33):159-180. Available from: https://sid.ir/paper/183414/en

IEEE: Copy

REZA REZVANI, and ALI SAYYADI, “WASHBACK EFFECTS OF THE NEW IRANIAN TEFL PH.D. PROGRAM ENTRANCE EXAM ON EFL INSTRUCTORS’TEACHING METHODOLOGY, CLASS ASSESSMENT, AND SYLLABUS DESIGN: A QUALITATIVE SCRUTINY,” (JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES, vol. 9, no. 33, pp. 159–180, 2016, [Online]. Available: https://sid.ir/paper/183414/en

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