A Comparative Study of the Government and Private Sectors’ Effectiveness in ELT Program: A Case of Iranian Intermediate EFL Learners’ Oral Proficiency Examination

Abstract

Learning context in which learners learn language skills, especially oral proficiency, is very crucial factor in an English

Iranian EFL teachers’ receptive and productive metalinguistic knowledge: Does teaching context matter?

“…The school EFL teachers' priority in MLK (productive and receptive modes) in this study can be explained by reviewing the two settings investigated in the study. These two standard settings in Iran (school and language institute) exist in very different economic, cultural, political, social, and environmental situations (Khoshsima & Hashemi Toroujeni, 2017;Mohammadian & Norton, 2017;Sadeghi & Richards, 2015;Safari & Rashidi, 2015;Sheibani, 2012;Zarrabi & Brown, 2017). Students in language institutes in Iran are much motivated, and they are registered for the specific aim of learning language whereas school students are studying language besides other subjects like Math or Physics that most of the time is considered more important than language subject.…”

“…Students in language institutes in Iran are much motivated, and they are registered for the specific aim of learning language whereas school students are studying language besides other subjects like Math or Physics that most of the time is considered more important than language subject. So, language institute teachers face many motivated learners registered for the aim of the language learning itself (Khoshsima & Hashemi Toroujeni, 2017). Moreover, in Iranian society participating in language classes out of school can be done as fun.…”

“…According to Ghorbani (2011), English language institutes "owe their existence to the very weakness of spoken English instruction in the formal education system" (p. 512). Noteworthy to mention is that the language institutes in Iran follow a robust CLT version, and the literature in the Iranian ELT context strongly supports their excellent reputation for rendering a community of learners with better communicative proficiency than schools (Dahmardeh, 2009;Khoshsima & Hashemi Toroujeni, 2017;Riazi & Razmjoo, 2006;Sadeghi & Richards, 2015;Safari & Rashidi, 2015). In this regard, based on their findings, Scholfield and Gitsaki (1996) claimed that the success of the private language institutes might not be the result of fundamentally better teaching and learning procedures.…”

Error Analysis of Written Essays: Do Private School Students Show Better EFL Writing Performance?

“…Additionally, private school students at the Philippines showed higher achievement and motivation in the study of Bernardo et al (2014) with a sample of 1,694 high schools students. Private school students of EFL also showed better speaking performance when Khoshsima and Toroujeni (2017) conducted their study on 220 school students.…”