Evaluation of the Undergraduate TEFL Program at Farhangian University: Merits and Demerits

Authors
Zahra Masoumpanah 1
Mohammad Hassan Tahririan 2
Ahmad Alibabaee 2
Katayoon Afzali 2
1 Farhangian University, Tehran
2 Sheikhbahaee University, Isfahan
Abstract
This study was an attempt to evaluate the undergraduate TEFL program at Farhangian University. The university specializes in educating prospective teachers and the program is important since it is expected to equip the student teachers with the knowledge and skills necessary for qualified teachers. Hence, in this study, measures were taken to investigate the merits and demerits of the implemented TEFL program and explore the domains in which the program needs to be improved. The study assessed the program from the perspectives of 220 student teachers, 32 teacher educators, and 12 heads of departments and experts including the university deans, deputies, and research and teaching staff, through using three instruments, i.e. questionnaires, interviews, and observations in a mixed methods design .The findings indicated that the TEFL program did not address some educational and administrative needs as the participants believed that they were not enriched with the necessary skills, the practice of the learned theories, problem solving, critical thinking, flexibility, and innovation. Furthermore, this study demonstrated several theory- practice gaps in the curriculum.
Keywords
Evaluation
Undergraduate TEFL program
Farhangian University
Merits
Demerit
Abawi, L., Conway, J., & Henderson, R. (2011).Creating connections in teaching and learning. North Carolina: IAP.
Aghajanzadeh, Gh., Maftoon, P., & Birjandi, P. (2016). An investigation of Iranian high school English language teachers' perceptions of pedagogical competence. Iranian Journal of English for Academic Purposes, IJEAP, 5(1), 1-20.
Aliakbari, M., & Ghoreyshi, M. (2013). On the evaluation of master of arts program in teaching English as a foreign language at Ilam University. European Online Journal of Natural and Social Sciences, 2(2), 545-558.
Angus, L. (1993). The sociology of school effectiveness, British Journal of Sociology of Education, 14(3), 333-345. [DOI:10.1080/0142569930140309]
Atai, M. R., & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24 (3), 389-411. [DOI:10.1080/09585176.2012.744327]
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
Clotfelter, C., Ladd, H., & Vigdor, J. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26(6), 673-682. [DOI:10.1016/j.econedurev.2007.10.002]
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives. 8 (1), 1-35. [DOI:10.14507/epaa.v8n1.2000]
Dornyei, Z. (2007). Research Methods in Applied Linguistics. New York: Oxford University Press.
Foroozandeh, E., Riazi, A.M., & Sadighi, F. (2008). TEFL program evaluation at master's level in Iran. Teaching English Language and Literature Society of Iran (TELLSI), 2(6), 71-100.
Gandara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners: A survey of California teachers' challenges, experiences, and professional development needs. Santa Cruz, CA: Centre for the Future of Teaching and Learning.
Green, H. (1996). The mysteries of leadership, Managing Schools Today, 6 (3), 14 - 16.
Hashemian, M., & Azadi, G.A. (2010). In-service teacher development programs and EFL teaching practice in high schools. Journal of Research in Applied Linguistics, 1(1), 69-82.
Inbar-Lourie, O. (2013). Language assessment literacy. Language Testing, 30(3), 301- 415. [DOI:10.1177/0265532213480126]
Karimnia, A.,&Kay, E. (2015). An evaluation of the undergraduate TEFL program in Iran: A multi-case study. International Journal of Instruction, 8 (2), 83-98. [DOI:10.12973/iji.2015.827a]
Khanjani, A., Vahdany, F., & Jafarigohar, M. (2016). The EFL pre-service teacher training in Iran: Is it adequate or not? Iranian Journal of English for Academic Purposes (IJEAP), 5(1), 120-137.
Lacang, A. A. (2007). Competencies and characteristics of effective teachers. Kinaadman, 18(1), 136-137.
Mazdayasna, G., & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes, 7, 277-289. [DOI:10.1016/j.jeap.2008.10.008]
Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage Publications.
Minott, M. A.,& Young, A. E. (2009). The benefits of employing a hybrid evaluation approach, enacted through evaluation survey and reflective journaling in teacher education in the Cayman Islands. Australian Journal of Teacher Education, 34(4), 16-26. [DOI:10.14221/ajte.2009v34n4.2]
Mirhassani, S.A., &Beh-Afarin, S.R. (2004). EFLteacher training evaluation: Assessment of needs, pedagogical constraints andobjective setting in EFL teacher training programs (TEPs). Roshd FLT Quarterly, 69(18), 45–57.
Moiinvaziri, M.,& Razmjoo,S. A., (2016). Teachers-to-be voices: A grounded theory approach towards challenges facing Iranian EFL M.A. candidates. Journal of Research in Applied Linguistics,7(1), 54-74.
Murphy, J. (1992). Effective schools: Legacy and future directions. In D. Reynolds & P. Cuttance (Eds.), School Effectiveness: Research, Policy and Practice (pp.164 – 170). London: Cassell.
Nye, B., Hedges, L., &Konstantopoulos, S. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237-257. [DOI:10.3102/01623737026003237]
Patton, M. Q. (2012). Essentials of utilization‐focused evaluation. SAGE Publications.
Peacock, M. (2009). The evaluation of foreign-language-teacher education programs. Language Teaching Research, 13(3), 259-278. [DOI:10.1177/1362168809104698]
Rahimi, M. (2008). What do we want teaching-materials for in EFL teacher training programs. Asian EFL Journal, 31 (1), 1–35.
Razi, N.,& Kargar, A. A. (2014).Evaluation of in-service foreign language teacher education program in Iran.International Journal of Language Learning and Applied Linguistics World, 5 (1),221-236.
Richards, J. C., & Ferrell, T. (2005). Professional development for language teachers. New York: Cambridge University Press. [DOI:10.1017/CBO9780511667237]
Sanders, W.L., & Rivers, J.C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee Press.
Sikka, A., Nath, J. L., & Cohen, M. D. (2007).Practicing teachers' beliefs and uses of assessment. International Journal of Case Method Research & Application, 3, 240–253.
Stufflebeam, D.L. (2002). CIPP evaluation model checklist. Retrieved from www.wmich.edu/evalctr/checklists
Stufflebeam, D.L. (2007). CIPP evaluation model checklist. Western Michigan University. Retrieved from https://www.mattburnell.com
Stufflebeam, D. (2012). The program evaluations metaevaluation checklist. Retrieved from http://pdf.usaid.gov/pdf_docs/pnady791.pdf
Tomlinson, B. (2005). The future of ELT materials in Asia. Electronic Journal of Foreign Language Teaching, 2 (2), 5–13.
Zamanian, M.,& Mobashshernia, R. (2011). A survey of PhD programs in TEFL curricular strengths and weaknesses in Iranian universities. International Journal of Language Studies, 5(1), 31-46.