Iranian EFL teachers’ knowledge and skills in a language teaching methodology course: a gap-analysis study
Quality Assurance in Education
ISSN: 0968-4883
Article publication date: 4 October 2023
Issue publication date: 9 January 2024
Abstract
Purpose
This study aims to investigate the perceptions of Iranian English teachers about their teaching efficiency through a specific practicum course, namely, language teaching methodology. Drawing on a marketing education perspective, the researchers sought to measure the service quality offered in universities by examining teachers’ satisfaction with the curriculum.
Design/methodology/approach
Using quantitative gap analysis, the study evaluated the knowledge and skills of teachers in their preservice education regarding the perceived importance of knowledge and skills required in practice. The study involved 120 English as a foreign language teachers holding a BA degree from two universities in Iran, each with two to four years of teaching experience in the private sector. Data were collected using a 40-item semantic differential Likert scale developed by the researchers. The scale incorporated two components that assessed teachers’ perceived importance of knowledge and skills and their preservice educational preparation.
Findings
The findings revealed that most participants were overprepared in various items. However, there were some gaps in content knowledge and skills. Reasons for these gaps mainly included having adequate experience of and/or familiarity with course content, having completed relevant courses beforehand and imitating role model teachers. Teachers’ underpreparation was attributed to their lack of preparation in some specific subjects due to limited skill, practice, motivation, experience and familiarity with that content area.
Originality/value
This study explores the perceived knowledge and skills of Iranian English teachers and provides empirical insights into higher education service quality and customer satisfaction.
Keywords
Acknowledgements
Publisher’s Note: The publisher of Quality Assurance in Education has withdrawn the article Javadi, M. and Sarkhosh, M. (2024), “Iranian EFL teachers’ knowledge and skills in a language teaching methodology course: a gap-analysis study”, Quality Assurance in Education, Vol. 32 No. 1, pp. 111-126. https://doi.org/10.1108/QAE-08-2022-0143.
It has come to our attention that this research did not receive sufficient ethical approval or obtain informed consent from participants and therefore infringes on professional ethical codes.
Additional concerns were raised regarding errors within the methodology and analysis resulting in significant inaccuracies within the data presented in the article; as such, the findings of the article can no longer be relied upon.
The author Mehdi Sarkhosh would like it to be noted that they were not aware of this situation, the author Mohammad Javadi takes full responsibility for the matter.
The publisher of the journal sincerely apologises to the readers.
Citation
Javadi, M. and Sarkhosh, M. (2024), "Iranian EFL teachers’ knowledge and skills in a language teaching methodology course: a gap-analysis study", Quality Assurance in Education, Vol. 32 No. 1, pp. 111-126. https://doi.org/10.1108/QAE-08-2022-0143
Publisher
:Emerald Publishing Limited
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