غلامرضا کیانی

Changing the English textbook of the first grade junior high school at Iran’s public schools after 27 years has sparked researchers’ interests in conducting evaluations of the new English textbook to get insights into its strengths and weaknesses. In line with this trend, this study aimed at evaluating the new textbook (Prospect 1) from teachers’ perspectives. To attain this objective, 30 junior high school teachers were interviewed and the data were then analyzed by qualitative content analysis. The results revealed that from teachers’ perspectives, there were some pitfalls with the new textbook such as applying an unsuitable method of literacy instruction; over-attention to the communication skills at the expense of literacy skills; over-localization of the content; overlooking the development of intercultural competence in students; and lack of authenticity in the presentation of the content. Finally, as the central figures in the process of educational change, the participant teachers offered some suggestions to amend the new textbook with the hope that their voices be heard by the pertinent authorities.

Performance evaluation is one of the important components of each organization, and educational organizations are not the exceptions. Teachers are believed by many researchers as the single most important factor influencing student academic success or failure. Therefore, they need to be at the center of attempts to improve or reform the educational system of any country. Considering the pivotal role of teachers, educational systems need to be assured that teachers perform their best to enhance student learning, and also they should try to improve by identifying the strengths and weaknesses of teachers' practice for further professional development. The present study tries to examine the effectiveness of the current teacher evaluation system in Iran from EFL teachers’ perspectives. For that matter, a survey consisting of both Likert-scaled and open-ended questions was developed based on theoretical underpinnings of purposes for teacher evaluation, experts’ views, and the purposes of foreign language education as stated by the National Curriculum. 423 English language teachers were asked to answer the questions included in the survey. The results indicated the current teacher evaluation system did not contribute to teacher professional development nor could it assure teacher accountability. The results of the study as well as the requirements for developing an alternative model for EFL teacher evaluation are discussed

This paper examines the effect of gender and type of stem on Iranian test takers’ performance on the grammar section of a nation-wide language proficiency test. In so doing, the scores of 2931 examinees (1107 female and 1824 male) who sat Tarbiat Modares English proficiency test were obtained. The examinees’ scores on three types of MC grammar items with different kinds of stems (i.e., blank filling, error recognition, and cloze) were compared to see if the type of stem has any effect on performance. Grammar scores of males and females were also compared to see if there is an effect for gender on the examinees’ performance on the grammar test in general and on its three item types in particular. The results indicated that test takers performed better on cloze items than the other two types. It was also found that females outperformed males on both the whole test, and also on items with blank filling and cloze types of stems. Due to the particularity of the context and the small effect sizes found, the study calls for more research to be conducted on this topic.

The significance of research article (RA) abstract as a key academic genre has recently motivated analysts to focus on this neglected area. Considering a summary function for abstracts, most genre researchers have adopted the conventionally proposed Introduction- Method- Results- Discussion (or Conclusion) (IMRD) model for analysis. However, the problems reported, especially for Results and Discussion sections, question the vitality of such accounts and prompt further scrutiny. Moreover, in spite of claims about disciplinary and cultural variations which can affect communication within and across discourse communities, sufficient contrastive studies which address the Iranian academics' need to communicate with and participate efficiently in the international discourse communities are scarce. Inspired by English for Specific/Academic Purposes tradition of genre analysis, this paper tries to fill these gaps presenting a comparative generic analysis of soft sciences abstracts to see what the characterizing features of the texts of Iranian scholars and their international peers are. The macro-structure, micro-structure, and some features of 100 experimental RA abstracts taken from a number of reputable Iranian (Persian) and international (English) journals were analyzed and explained drawing upon some existing rigorous models. The results revealed similarities in the presence of Introduction, Method, and concluding units, while there were also differences in the realization of units, Moves, and Steps. It is argued that the differences can point to the varying cultural norms and values of the two groups. Plus, considering the inadequacy of the four-way macro-model, an alternative three-way model was suggested, instead. Some implications of the study are discussed, too

A rich research base suggests that high-stakes tests reforms serve as vehicles for promoting quality of learning, standards of teaching, and credible forms of accountability. Iran’s last decade policies to reform its University Entrance Examinations (UEEs) heralded such a case. What sparked off this reform was the long-lasting pernicious impact of the UEEs on curriculum, instruction, learning, and on societal values and access to the upward social mobility. However, attempts to introduce intended changes are often not as effective as their planners hoped. A scrutiny of change ‘antecedent conditions’ as well as its initial ‘process of diffusion’ i.e., a ‘baseline study’ will ameliorate such a failure (Weir & Roberts, 1994, Fekete et al, 1999). Assessing the feasibility of the UEEs reform through such a ‘baseline study’ is a gap in Iran’s reform initiatives. As such, the authors applied Henrichsen’s (1989) Hybrid Diffusion Model (HDM), underscoring an awareness of and a need for evaluation of any changed program from a multiplex of factors, as its theoretical framework to critically evaluate the reformed program. The paper thus first presents the policy deliberations and steering National Documents that pushed through an assessment-led reform in Iran’s education. Then it sketches a detailed discussion of the contextual policies and practices of the long-lasting UEEs program, its alternative and associated stakes. While the results highlight key political dynamics which drove national policymaking, they are suggestive of the challenges, controversies, and risks that thwart the success rate of ideals intended by the underpinning policies.

Consequential validity, a component of construct validity as a unified concept introduced by Messick(1989), deals with the impacts of tests on teaching, learning, individual test takers, teachers, society, and educational system within a country. Although the impacts of language tests on teaching and learning have been somehow studied, the consequences of ESP tests on individual test takers and teachers have not been given appropriate attention. The present study aimed at exploring the possible consequences of ESP tests, as parts of master and doctoral entrance examinations to post graduate universities in Iran, on the stake holders and society. In doing so, a qualitative research method was applied. The participants were 31 master and doctoral students, and 5 ESP instructors. The data were analyzed in terms of the content. Four main themes with a variety of sub-themes emerged from the content analysis. The results indicated that ESP tests have negative psychological (anxiety, stress, disappointment, self-confidence, teaching efficacy, disappointment), social (deprivation from education, ethical issues, acceptance of nonqualified candidates), financial, and family consequences on the learners and teachers. The society is also influenced as the result of ESP tests scores.