Abstract:
There is a growing interest among the higher education principals and policy makers to improve teacher evaluation methods and more important than that to use the evaluation data. A number of research studies implied the ineffective instruction of ESP courses in Iran (Atai, 2002; Eslami, 2005; Hayati, 2008; Ahmadi, 2008; Sherkatolabbasi & Mahdavi, 2012; Boniadi, Ghojazadeh & Rahmatvand, 2013). The basic objective of research in field of ESP/EGP instruction and evaluation is to facilitate informed decisions for the betterment of English classes. The literature suggested that most of the teachers and students were dissatisfied with the students‟ progress in specific English courses. Data was collected from the teachers by various ways including observation checklist and feedback form. To carry out the study, 12 ESP and EGP teachers were observed using Marshall‟s rubrics (2011) and observation logs‟ analysis. Then, 18 teachers offered feedback on different aspects of their own courses. The data were analyzed both qualitatively and quantitatively using ANOVA statistical measurement. The findings firstly indicate that EGP teachers were more standard teachers in comparison to ESP teachers. Secondly, the feedback forms show discrepancy between the views of EGP teachers and ESP teachers in some areas including the material effectiveness and students‟ interest. To reach a standard point in EGP/ESP instruction, more evaluation is to be applied by the faculty members, university principals and the teachers themselves. Politically correct attitudes towards teachers should not lead to ineffective English courses. Some practical implications are suggested to upgrade the current practice in ESP classes.
Machine summary:
A number of research studies implied the ineffective instruction of ESP courses in Iran (Atai, 2002; Eslami, 2005; Hayati, 2008; Ahmadi, 2008; Sherkatolabbasi & Mahdavi, 2012; Boniadi, Ghojazadeh & Rahmatvand, 2013).
Therefore, the need to evaluate the teachers‟ effectiveness goes to several reasons including (1) gathering information to provide new EGP/ESP teachers with guidance related to identified shortcomings and strengths (2) determine whether a new EGP/ESP teacher is meeting performance expectations in the classroom (3) determine the type of assistance a deficient teacher may need (4) gather information on a teacher ability to work collaboratively with colleagues to evaluate needs and determine appropriate instruction for students and etc.
As observed in a descriptive study by Ahmadi (2008) from Shaheed Beheshti Medical University, the students of ESP classes believed that in teaching ESP courses, LD (Language Department) teachers are more qualified than discipline-specialist teachers.
As material developers, ESP teachers or researchers we should be concerned with asking ourselves whether our courses are producing the effects we intend and if not, how we can improve or replace them for better effect‟ (Alderson and Beretta, 1991, p.
Based on the evaluative nature of the study and the issues under analysis in the research, the following questions will be addressed: 1-How much do the EGP/ESP teachers‟ performances meet standards?
Below are the main sections of the teacher feedback form: Part 1: Course Material: this part reflects the views of the ESP/EGP practitioners about the effectiveness of the material used in their own classroom.