Understanding the opinions of major role players in education (i.e. teachers, students, and policy makers) on all aspects of learning and teaching is influential to the success of the educational process. The purpose of this study was to investigate EFL (English as a Foreign Language) teachers' views on measuring reading comprehension. A cohort of 50 Iranian EFL teachers teaching at university, school and institute levels were invited to fill out a tailor-made questionnaire. Based on the analysis of 23 returned questionnaires, it was revealed that in most cases teachers did not have the freedom to make their own tests, or had to follow out-dated guidelines by relevant authorities.
Sadeghi, K. (2011). Iranian EFL Teachers' Views on Measuring Reading Comprehension. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 30(2), 107-134. doi: 10.22099/jtls.2012.386
MLA
Sadeghi, K. . "Iranian EFL Teachers' Views on Measuring Reading Comprehension", Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 30, 2, 2011, 107-134. doi: 10.22099/jtls.2012.386
HARVARD
Sadeghi, K. (2011). 'Iranian EFL Teachers' Views on Measuring Reading Comprehension', Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 30(2), pp. 107-134. doi: 10.22099/jtls.2012.386
CHICAGO
K. Sadeghi, "Iranian EFL Teachers' Views on Measuring Reading Comprehension," Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 30 2 (2011): 107-134, doi: 10.22099/jtls.2012.386
VANCOUVER
Sadeghi, K. Iranian EFL Teachers' Views on Measuring Reading Comprehension. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 2011; 30(2): 107-134. doi: 10.22099/jtls.2012.386
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