چکیده:
This study aimed to investigate the test types which English teachers and content instructors employ in the ESP exams. To do so, samples of the tests developed by the ESP teachers were collected. Moreover, semi-structured interviews were performed with both groups to gain insights into their attitudes towards testing. The results indicated that word-formation, translation, definition, multiple-choice, reading comprehension, and cloze test were the test types the teachers used. It was revealed that except for cloze tests, which were used only by the English teachers, other test types were used by both groups; the frequency of the test types, however, differed in the exams. It was also discovered that both groups of the teachers used multiple-choice tests most frequently. The results of the interviews showed that the English teachers preferred integrative and communicative tests, whereas the content instructors tended to use syllabus-based structuralist tests. The study concludes that the ESP teachers mostly favored pre-scientific and psychometric-structuralist approaches to testing and did not use communicative tests. The implications of the study pertain to the pivotal role of the ESP teachers’ awareness and evaluation of the students’ real needs for English as well as the teachers’ testing literacy in ESP courses.
خلاصه ماشینی:
The existing literature indicates that there is no study in the Iranian context investigating the test types ESP teachers use to assess the students' achievement in the ESP courses at medical universities.
Therefore, the present study aimed to investigate the test types employed by English teachers and content teachers in the ESP courses at the medical universities in Guilan Province.
The objectives of the present study urged the researchers to formulate the following research questions: Research Question One: What test types do Iranian English teachers and content instructors use in their exams in the medical ESP courses?
Research Question Three: What testing approaches do Iranian English teachers and content instructors follow in their assessments in the ESP courses?
The review of the related literature also shows that many researchers (Dhindsa, 2007; Linn & Miller, 2005; Herrera, 2007; Malone, 2013; Wiliam & Thompson, 2008) have examined the critical role of teachers in the assessment process; however, there is no systematic study investigating the test types content specialists and English teachers employ in the ESP courses.
3. Methodology The present study followed a mixed-methods study design to answer the research questions, which addressed Iranian content teachers and English teachers' test types and attitudes toward testing in the medical ESP courses.
Research Questions One and Two The primary goal of the study was to discover the test types which the content teachers and English teachers used in the assessment of the students’ achievements in the ESP courses.