The present study investigates 110 EFL teachers’ perception of the gravity of ten types of grammatical errors made by EFL learners in terms of acceptability. Moreover, it examines the relationship of age, gender, academic degree, years of teaching experience, and the highest level taught with the teachers’ judgements. Results revealed that the teachers’ evaluations form a hierarchy in which errors are placed at different gravity levels in accordance with their level of acceptability. Moreover, the three variables of academic degree, years of teaching experience, and the highest level taught had a positive correlation with the teachers’ evaluations. This study suggests that teachers should make their evaluations systematic, treat errors in accordance with their priority, and become aware of the factors that contribute to evaluations of grammatical errors.
Keyword(s) : EFL teachers
Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model
This study investigated the effect of in-service education and training (INSET) courses on grade
11 EFL teachers’ knowledge base employing Kirkpatrick’s four-level (reaction, learning, behavior,
result) evaluation model (Kirkpatrick & Kirkpatrick, 2006). To this end, the researchers designed
a study at four stages. At the first stage, a standardized questionnaire, English language teachers’
knowledge base (ELTKB), was administered to thirty 11th grade teachers to examine their views
regarding the INSET classes (reaction). Then ten teachers were interviewed, and their classes were
observed to explore to what extent the INSET courses had affected teachers’ perceptions and actual
job performance (learning). In the next step, 126 students filled in the students’ questionnaire (SQ)
regarding their perception of their teachers’ teaching performance in the English classes before and
after their attendance in INSET classes. At the final stage, the performance of the 126 students on
a language proficiency test was measured to study to what extent their teachers’ performance had
affected their achievement. The result of the ELTKB questionnaire, SQ, interviews, and observations
revealed the beneficial role of INSET classes in teachers’ reaction, learning, and behavior. Moreover,
the result of the program was positive since grade 11 students’ language learning improved after their
teachers’ INSET class attendance. This program evaluation can be illuminating for stakeholders,
policymakers, and curriculum designers.