A STUDY OF IRANIAN HIGH SCHOOL TEACHERSʹʹ SELF-ASSESSED LANGUAGE PROFICIENCY

Self-assessment can be used for a variety of purposes, including appropriate placement, diagnosis and feedback and teaching evaluation. The present study was an attempt to have an investigation into Iranian high school teachersʹ self-assessed language proficiency. To this aim, the researchers invited 56 high school English teachers from Golestan Province, Iran and conducted the present research and followed the statistical routines and came up with interesting results. Analysis of the results showed that there were statistically meaningful gaps between teachersʹ self-assessed current language proficiency and their desired language proficiency. Teachers realized the necessity to improve their own language proficiency, yet they needed more additional support from language educators and the schools where they work. Teachersʹ self-perceptions provided incentives for them to realize their insufficient language proficiency in their workplaces and to improve their language proficiency through further professional development. Iranian EFL teachers, practitioners, and supervisors in institutes are suggested to take the findings and conclusions of the present study into careful considerations in their teaching, self-assessment and lesson planning in order to promote language achievements.