The present paper sought to examine the effectiveness of evaluation of teachers' competency in EFL classrooms on Iranian learners' motivation. This study was conducted at Alzahra technical school in Qazvin, Iran. 300 female EFL students at intermediate level of proficiency comprised the participants of this study. The researchers selected the participants based on convenience sampling and divided them into two equal groups; each group was randomly assigned to one of the treatment conditions. In the experimental group, the principal observed the classes and constantly reminded the teachers that all the positive and negative points would be taken into account. After eight observation sessions, the principal evaluated the teacher. Throughout all these eight sessions, the teacher was expected to provide a supportive environment in the classroom, and a friendly relationship was expected between the teacher and the students. The participants of the comparison group received their conventional treatment without their teacher being evaluated by the principal. Before and after the experimental period, a motivation questionnaire was administered to both groups of participants to compare these two conditions. An ANCOVA procedure was used to analyze the data. The findings revealed that the evaluation of teachers' competency in EFL classrooms has a statistically significant effect on Iranian learners' motivation. These findings may have theoretical and pedagogical implications for language teachers and learners.
کلید واژگان :Evaluation, Teachers' competency, Learners' motivation
ارزش ریالی : 300000 ریال
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