An investigation of Iranian EFL learner accountability: A demand for learner accountability

Abstract

Accountability has been widely considered the leading cause of student achievement and received much attention in recent years. Unlike the researchers in America and European countries, few scholars have addressed learner accountability in Iran to evaluate its effect on different EFL contexts. This mixed-method research design study compared the level of learner accountability between public high school students and English language institute learners. Data were gained from 150 high school students and 150 English language institute learners through a researcher-made learner accountability questionnaire. Moreover, 15 high school students and 15 language institute English learners participated in the qualitative phase of the study to strengthen and expand the study’s conclusions. Both instruments were piloted and validated. Through exploratory factor analysis, seven underlying variables of learner accountability were confirmed. The internal consistency of the questionnaire was high and the reliability of the learner accountability questionnaire was .89. The results of the t-tests revealed a higher statistical level of learner accountability in the context of English language institutes. The findings of this research may contribute to motivating English learners to consider the significance of their roles in active and independent learning.

Keywords

• efl
• learner accountability
• high schools
• english language institutes