Developing, glocalizing & validating a quality indices rubric in English language teaching: A case of CIPP model

Abstract

This study aims to develop and glocalize a set of quality indices that can enhance the English language teaching learning output at Iranian private institutions. CIPP (Context, Input, Process, and Product) Model with a progressive/humanist approach was opted by the researchers as the main pattern of thought. This study used concurrent-mix method design. The data collection was conducted through random interviews of 75 Iranian EFL teachers. Also, a questionnaire was distributed to 250 Iranian EFL teachers. Then, the data obtained out of the interviews and the questionnaire were utilized to construct an English language teaching quality indices survey. The content and construct validity of the survey were double checked by seven experts in the field of Teaching English as a Foreign Language (TEFL) as well as Exploratory Factor Analysis and Confirmatory Factor Analysis. The reliability of the survey along with its subscales was estimated by Cronbach Alpha. The final English Language Teaching Quality Indices Survey consisted of 13 constructs and 99 items. By calculating the mean of each construct, the most effective and prominent components that impact the quality of English Language teaching as “must” to be indices in any educational setting were analyzed. Results revealed that “Teachers’ Qualifications and Recruitment” and “Learners’ Needs” were considered as the most prominent indices that affect the quality of English language teaching. Therefore, the results of the study added practical solutions for quality enhancement to the present status under which Iranian private institutions are launched and supervised. Also, the rubric provides a common ground of reference for all the members involved in the educational setting to know what they are expected to do in order to offer a more qualitative enhanced education.

Keywords

• indices
• quality indices
• cipp model
• glocalization
• elt