Choice Theory-Based Instruction and Clinical Supervision for EFL Teachers: The Impact on Learners’ Reading Comprehension and Autonomy

This study was an attempt to investigate the effect of choice theory-based instruction and clinical supervision for EFL teachers on their students’ autonomy and reading comprehension. For this purpose, a sample of ۳۰ Iranian EFL teachers selected based on their willingness to participate were divided into two groups of ۱۵: one group participated in a choice theory-based instruction program while the other underwent a clinical supervision program. In addition, a sample of ۴۴۵ intermediate EFL learners taught by the teachers participated in the study – ۲۲۵ learners were taught by the teachers who underwent the choice theory-based instruction while ۲۲۰ learners sat in the classes of the teachers undergoing clinical supervision. The Learner Autonomy Questionnaire (LAQ) was used both as a pretest and posttest to measure the autonomy of the ۴۴۵ learners prior to and after they were taught by the ۳۰ teachers. In addition, a sample Preliminary English Test reading paper was administered to the learners prior to their classes (i.e., a general English class instructed through a commonplace task-based procedure) as a pretest and they also took another sample reading test as the posttest. The inferential statistics run in this study comprised two ANCOVAs with the results revealing that the learners being taught by the teachers who underwent the choice theory-based instruction outperformed the learners taught by those teachers who participated in the clinical supervision program in terms of both their autonomy and reading comprehension. The pedagogical implications of these findings are discussed in this study.

کلیدواژه ها:

ELT ، choice theory ، Clinical supervision ، Learner autonomy ، Reading comprehension