<b>Low-achievement factors from language teachers’ perspective: evidence from an EFL context

Hadi Heidari; Abdorreza Tahriri

doi:10.4025/actascihumansoc.v37i1.25459

<b>Low-achievement factors from language teachers’ perspective: evidence from an EFL context

Hadi Heidari High Schools of Shahrood Region
Abdorreza Tahriri University of Guilan

DOI: https://doi.org/10.4025/actascihumansoc.v37i1.25459

Resumo

Current study aimed to explore the factors related to the high school students’ low achievement in English course from teachers’ perspectives in Ardebil city, Iran. Cluster random sampling was utilized and the participants of the study were 27 English teachers teaching in high schools of an EFL context during the fall term of 2012. The required data were gathered during the fall term of 2012 through a researcher-made questionnaire. The instrument was first piloted before it was administered and it showed the reliability of 0.81. The findings were analyzed using descriptive statistics and statistical indicators like frequency, percentage, and mean. SPSS software (version 20) was used to run t-tests and ANOVA to analyze the closed items of the questionnaire. The findings revealed that from the teachers’ viewpoints, the teachers-based factors were identified to be the most relevant reasons for high school students’ low achievement in English course.

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Biografia do Autor

Hadi Heidari, High Schools of Shahrood Region

M.A graduate of TEFL, English teacher, Department of Education of Shahrood region, Ardebil, Iran

Abdorreza Tahriri, University of Guilan

^{Department of English Language, University of Guilan, Rasht, Iran}

PDF (English)

Publicado

2015-08-19

Como Citar

Heidari, H., & Tahriri, A. (2015). <b>Low-achievement factors from language teachers’ perspective: evidence from an EFL context. Acta Scientiarum. Human and Social Sciences, 37(1), 65-73. https://doi.org/10.4025/actascihumansoc.v37i1.25459

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Edição

v. 37 n. 1 (2015)

Seção

Educação

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