<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

Keywords: low achievement, national entrance exams, teachers’ points of view, english course, EFL

Abstract

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.

Downloads

Download data is not yet available.

Author Biographies

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}

Published

2015-08-19

How to Cite

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

Download Citation

Issue

Vol 37 No 1 (2015)

Section

Education

DECLARATION OF ORIGINALITY AND COPYRIGHTS

I Declare that current article is original and has not been submitted for publication, in part or in whole, to any other national or international journal.

The copyrights belong exclusively to the authors. Published content is licensed under Creative Commons Attribution 4.0 (CC BY 4.0) guidelines, which allows sharing (copy and distribution of the material in any medium or format) and adaptation (remix, transform, and build upon the material) for any purpose, even commercially, under the terms of attribution.

Read this link for further information on how to use CC BY 4.0 properly.