Vol. 2, No. 2 (March 2014)


A Validation Study on the English Language Final Examination of Grade 3 Junior Secondary Schools of South Khorasan Province in Iran

Dr. Khalil Motallebzadeh, Islamic Azad University, Torbat-e Heydarieh Branch, Iran

Mr. Mojtaba Pirtaj, Islamic Azad University, Torbat-e Heydarieh Branch, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 2(2), 05-13.      Download Full Text


This study is an attempt to evaluate the extent to which the English Language Final Examination of Grade three Guidance School South Khorasan which was administered on Khordad 2, 1391 (May 30, 2012) met the students' educational needs as well as teachers' pedagogical objectives and the degree to which it was reliable and valid. As it was administered in all secondary schools of Southern Khorasan province, to select subjects a school was randomly chosen and then two classes of twenty-five students (50 subjects) were then selected to be studied. The analytic study on the scores of the students reveals the fact that in spite of some items which seems to measure nothing (items 01,07,11,53 with IF bigger than .9) the overall reliability of the test is to a high degree acceptable. Being a little more scrutinized on the test scores showed that some items failed to distinguish good and weak students. One of the most weaknesses of the exam, in spite of its high reliability, is the high number of items which do not distinguish between high achieving students and the low achieving ones, i.e. items with very low ID. As instances of these items are the items labeled as 14, 15, 40, 46, 50, 51 and 55 with ID of .16, .12, .16, .16, .16, .16 and .16. The study also reveals that the designer of the test in designing multiple choice items did not do his best to make good items as well as good distracters. Items 01 and 53 are examples of MC items which are not provided with good distracters as merely all students chose the correct answer. Some other ones, however are good in discriminating learners, do not provide good distracters, since no or a few number of attendants select them. The high number of boxes with 0 or 1 in table 3 is a good approval to this fact. An overall view to the test results and tables provided, shows that the test, even if having acceptable reliability, should be revised in some items to provide more acceptable ones and as a result a more reliable and valid test in order to be as accurate as possible to be administered on such high numbers of attendants.

Key words: Test Validation; English Language Tests; Junior Secondary Schools


Making Autonomous Learners by the Help of Autonomous Teachers

Mr. Saeed Ganji Khoosf, University of Sistan and Baluchestan, Zahedan, Iran
Mr. Yazdan Choobsaz, University of Sistan and Baluchestan, Zahedan, Iran

Ms. Mahboobeh KhosravaniChabahar Maritime University, Chabahar, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 2(2), 14-18.      Download Full Text


Nowadays, learner autonomy is perceived as an unquestionable goal and integral part of language learning methodologies throughout the world. Large amounts of time, energy and money are spent on its promotion and implementation. However, learners' autonomy is studied in isolation. There are hints that autonomous teachers can be more successful in improving the learners' autonomy. A kind of indirect effect will happen here. For making this point more clear, the researchers in this article try to clarify the role of the teachers' autonomy in learners' autonomy. Also the possible direct and indirect effects of teachers' autonomy on the learners' autonomy are discussed. To have an overall and informative investigation, the universal books and newest articles in this area were scanned and skimmed carefully. After all these purposeful studies, interesting and helpful results were gathered and discussed. This study can lighten the way for the teachers who want to prepare learners who take the account of their own learning in the teaching process and consequently pave the way for a leaner-centered classroom.

Key words: Autonomy; Language classroom; Learner centered classroom



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