The Relationship Between Iraqi EFL Teachers’ Creativity and Identifying Flaws in Multiple-Choice Questions: a Case Study of Najaf
AbstractThe present paper aimed to investigate the relationship between teachers' creativity and their facility to identify flaws in MCQs. It also aimed to show the differences between creativity of teacher's gender. For this purpose researcher selected 100 EFL teachers who are teaching English at high school of Najaf. They included 50 male and 50 female. Creativity questionnaire was given to the EFL teachers to rate their creativity. Each person should read its items carefully and answer to items based on the prior instruction. One designed MCQ tests that included 15 items was given to the teachers. Among these items, 12 of them contain at least one flaw. Researcher distributed this questionnaire to the EFL teachers and asked them to check the incorrect items and mention type of flaw within them. After gathering data, researcher calculated the creativity of each person and recorded all required information in SPSS software for gaining statistical information. Kolmogorov-Smirnov test was used to test the assumption of the normal variables of the research. The result of the correlational analysis indicated that there was no significant relationship between teachers' creativity and their ability to identify flaws. Also there was no differences between creativity of teacher's gender. The findings of this study revealed that teacher’ skills and training had significant role in their success, so test administrator could consider this point that for test administration suitable teacher with related major study should be selected. Finally, empirical findings are discussed and implications are provided in the context of English language teaching.
Mar 2, 2018
How to Cite
H., Al-Khafaji. The Relationship Between Iraqi EFL Teachers’ Creativity and Identifying Flaws in Multiple-Choice Questions: a Case Study of Najaf. European Journal of Language and Literature, [S.l.], v. 4, n. 1, p. 72-81, mar. 2018. ISSN 2411-4103. Available at: <http://journals.euser.org/index.php/ejls/article/view/3085>. Date accessed: 22 feb. 2019. doi: http://dx.doi.org/10.26417/ejls.v10i1.p72-81.
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