Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

Abstract

This paper investigated the instructors' perceptions of supervisors' classroom observation practices at Taif University English Language Center (TUELC) in the second semester of the 2018-2019 academic year. The researcher attempted to answer two questions. The first investigated the instructors' perceptions of supervisors' classroom observation practices. The second question investigated the instructors' suggestions for better practices by supervisors. A 4-Likert scale questionnaire was used to gather data from fifty nine instructors to answer the first question, and content analysis was used to answer the second question. The collected data were analyzed in the form of descriptive statistics, using means, standard deviation, frequencies, and percentages. The results showed that the instructors were generally satisfied with the supervisors' classroom observation practices. However, some had certain concerns regarding some observation practices to be considered for further action of improvement. In addition, the instructors had several suggestions for better practices implemented by supervisors. The most important of these was the suggestion to conduct peer observation. Based on the results, the researcher drew several conclusions and recommendations. Contribution/Originality: This study contributes to the existing literature by adopting the collaborative approach of supervision following the proposed observation guidelines. Adopting this approach can contribute to changing the negative perceptions instructors have regarding classroom observation in terms of the evaluative nature of the current authoritative practices implemented by supervisors.

Peer Observation of Teaching in EFL Classrooms in Saudi Universities: Challenges and Applications

“…Recently, peer observation has gained significant attention in the higher education sector of Saudi Arabia, especially in contexts similar to our study (see Deraney & AlGhamdi, 2020;Alkhatnai, 2021;Deraney, 2022). This has been evidenced by the growing literature on the topic, including works by Ali (2012), Shousha (2015), andTawalbeh (2020). While peer observation models have been advocated as a valuable tool for evaluating teaching practices, the literature shows that evaluation remains a critical aspect of the process.…”

“…In the context of Saudi Arabia, there is a lack of professional training program that focus the attention of language teachers on the value of reflective practice (e.g., Sibahi, 2015). Available studies on peer observation in the context of higher education in Saudi Arabia revealed that the most dominant model of peer observation is the evaluative model (e.g., Shousha, 2015;Tawalbeh, 2020). The following section discusses the developmental model.…”

“…The studies generally focused on teachers' attitudes and perceptions toward peer observation and its potential impact on their professional development, as evidenced by questionnaire responses. The sole study to consider the benefits of combining evaluative and collaborative observations is Tawalbeh's (2020), which was limited to a case study of Taif University. Consequently, there remain unanswered questions regarding peer observation practices at Saudi universities.…”

“…There are still unanswered questions regarding which model seems preferable and why. The issue of POT has begun to receive attention lately in Saudi higher education (e.g., Ali 2012;Shousha 2015;Tawalbeh 2020). The evaluation model is the most dominant model, and it has been characterized as involving power inequality, as will be explained in the literature review.…”

“…The evaluation model is the most dominant model, and it has been characterized as involving power inequality, as will be explained in the literature review. The current studies have mainly focused on teachers' attitudes and perceptions towards POT and how POT may contribute to their professional development, based on data obtained from questionnaires (e.g., Ali 2012;Shousha 2015;Tawalbeh 2020). Studies that compare the three models of observations at both international and local levels are scarce, a point that forms the significance of this study.…”