Abstract-In this study, we attempted to examine the quality of Iranian MA and PhD testing classes to find out how they prepare potential teachers and test makers for the journey of testing in their professional career and whether the exercises and assignments can prepare them to apply higher order thinking in their test construction process.Ten university professors holding PhD in TEFL, along with their students, participated in this study. After recording the assignments and activities, the data were listened, re-listened, and transcribed. The results showed that lower order thinking skills (69.445%) were used more than medium (30.555%) thinking skills in MA testing classroom activities, but higher order thinking skills (0%) were never used. On the other hand, medium order thinking skills (58.335%) were used more than higher order thinking skills (41.665%) in PhD testing classroom activities, and lower order thinking skills were never used. Moreover, activities and assignments given to postgraduate students first led to lower order thinking skills, next led to medium order thinking skills, and finally led to higher order thinking skills. There was a systemic pattern in the distribution of the order of thinking skills of Bloom's Revised Taxonomy in postgraduate activities and assignments. The findings of this study offer several pedagogical implications for students, instructors, and test designers in TEFL.Index Terms-Bloom's taxonomy, higher order thinking skills, lower order thinking skills, medium order thinking skills, TEFL postgraduate, testing classroom activities and assignments
<p><strong> </strong></p> <p><em>Teachers' satisfaction with their career influences the quality and stability of instruction given to students. The purpose of the present investigation was </em><em>to examine the relationship between teacher job satisfaction and student achievement among Iranian high school English teachers and to investigate the effect of factors such as gender, employment type and working place on job satisfaction</em><em> in order to provide better insights for the educational authorities and teachers to look for possible ways of improving the existing situation.</em><em> Data were collected through Job Satisfaction Survey (Spector, 1985) distributed among 84 Iranian high school English teachers. </em><em>End of the term results were used as an indicator of the students` achievement.</em><em> The findings of the present study suggested that there was a significant relationship between teacher job satisfaction and student achievement. But there was not any significant difference between male and female teachers regarding job satisfaction. Besides, working at public vs. private schools did not make any significant difference in the level of job satisfaction. But a significant difference was found between the part-time and full-time teachers' job satisfaction. The full-time teachers were more satisfied with their job.</em><em></em></p>
Abstract-This study attempted to investigate teachers certified in English language teaching (referred to as TCELTs hereafter) and university graduates' teacher cognition in respect to error correction strategies they applied in classroom which would offer an insightful analysis of teachers' pedagogical knowledge and how and why university graduates and TCELTs deal with the students' spoken errors in certain ways. A questionnaire, containing twenty ill-formed sentences along with the feedback, was developed to unearth university graduates and TCELTs' teacher cognition in relation to their corrective feedback strategies. A sound recorder was also utilized to record the proceedings of the class to be analyzed as the indication of their practice. The findings suggested that the university graduates and TCELTs held similar views regarding their stated beliefs towards different types of error correction strategies, whereas, university graduates had higher stated beliefs toward the corrective feedback and made more correction of their students' ill-formed sentences. Furthermore, the study indicated that both the TCELTs and university graduates had opposite perspectives concerning their beliefs vis-a-vis practices of error correction strategies. In addition, the study demonstrated that the TCELTs tended to make the corrections implicitly, whereas, university graduates were more willing to correct students' ill-formed sentences explicitly. Finally, this study suggests some pedagogical implications that teachers could follow to bridge the gulf between their stated beliefs and practices.
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