A Study on the EFL Teachers’ Awareness of Classroom Observation Criteria

Abstract

The aim of the present study was to investigate the Iranian EFL teachers’ awareness of classroom observation criteria. To this end, 123 Iranian EFL teachers at several language institutes and universities participated in this study. The participants were selected through the convenience sampling method. The instrument used for data collection was a questionnaire for evaluating the criteria used for classroom observation. The reliability of the questionnaire was calculated through Cronbach Alpha. The data were collected in person and through email; they were analyzed through descriptive statistics, independent samples t-test, and the analysis of variance (ANOVA). The descriptive statistics indicated that an increase in teaching experience results in an increase in teachers’ awareness of the classroom observation criteria. The independent samples t-test indicated that there was not a significant difference between gender and the teachers’ awareness of classroom observation criteria. The results obtained from the ANOVA test indicated that there was no difference statistically in teachers’ awareness of classroom observation criteria between the fields of study, and level of education. The result of ANOVA test showed that age had a significant impact on teachers’ awareness of observation criteria. The findings of this study showed that a high percentage of Iranian EFL teachers are aware of the classroom observation criteria.