The effect of teachers competencies evaluation on Iranian intermediate EFL learners motivation

The purpose of this study was to investigate the effect of teachers’ competencies evaluation on Iranian EFL learners motivation. To this end, a sample of 300 intermediate level Iranian EFL students were selected and divided into two groups: an experimental group and a comparison group. In the experimental group, English teachers were evaluated, while in the comparison group they were not evaluated. A motivation questionnaire was administered to the participants of both groups prior to and after the treatment. The ANCOVA procedure was used to analyze the obtained data. Results indicated that the evaluation of teachers competencies in instruction has a significant effect on students’ motivation. The participants of the experimental group experienced significant improvement in their level of motivation compared with the comparison group participants. Moreover, the partial eta squared index indicated that 22% of the total variance in posttest is accounted for by evaluation. The findings of the present study may have implications for L2 learners and teachers and materials developers.