Teaching English Language

Teaching English Language

Developing and Implementing an Observation Form for ELT Macrostrategy Use: A Focus on Teaching Experience

Document Type : Original Article

Authors
1 Department of English, SRB.C., Islamic Azad University, Tehran, Iran
2 Department of English, Faculty of Literature and Foreign Languages, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 Department of English Language and Literature , Islamic Azad University, Tabriz Branch, Tabriz, Iran
10.22132/tel.2025.423011.1554
Abstract
A broad consensus underscores the pivotal role of English teachers in enhancing student learning by maximizing learning opportunities. Within this context, the postmethod macrostrategic framework has been proposed as a theoretical lens for understanding how teachers can effectively adapt some macrostrategies to diverse local settings. Despite its conceptual significance, the framework requires localized operationalization to serve as a practical tool for teacher self-reflection and peer observation. Addressing this gap, the present study sought to develop and validate a context-sensitive observation form grounded in six essential and locally relevant teaching macrostrategies. An initial 44-item, five-point Likert scale instrument was constructed through an extensive review of literature and expert consultation. Using cluster sampling, the form was validated via Principal Components Analysis (PCA) with 43 Iranian EFL teachers from Tabriz and Shahin Dej, which resulted in the retention of 26 items. The validated instrument was subsequently applied to classroom observations of 10 experienced and 10 novice teachers randomly selected from local language institutes. Multivariate Analysis of Variance (MANOVA) revealed that the teachers’ macrostrategic implementation fell below satisfactory levels. Additionally, teaching experience was found to have a significant effect reflected in the estimated effect size estimations. The findings offer practical implications for curriculum developers, educators, and can serve to promote the practice of English language teaching.

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Articles in Press, Accepted Manuscript
Available Online from 09 December 2025

  • Receive Date 17 January 2024
  • Revise Date 20 August 2025
  • Accept Date 09 December 2025