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International Journal of Education and Practice

January 2020, Volume 8, 1, pp 45-56

Instructors Perceptions of EFL Supervisors Classroom Observation Practices at University Level

Thaer Issa Tawalbeh

Thaer Issa Tawalbeh 1

  1. English Language Center, Taif University, Taif, Kingdom of Saudi Arabia. 1

on Google Scholar
on PubMed

Pages: 45-56

DOI: 10.18488/journal.61.2020.81.45.56

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Article History:

Received: 21 October, 2019
Revised: 25 November, 2019
Accepted: 30 December, 2019
Published: 10 February, 2020


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.


Instructors perceptions, Classroom observation, Supervisors practices, Collaborative approach , Performance, Professional development.



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This study received no specific financial support.

Competing Interests:

The author declares that there are no conflicts of interests regarding the publication of this paper.


The researcher would like to acknowledge the contribution of the supervisors who spared time to feedback the researcher on the observation guidelines. Sincere thanks also go to the EFL specialists who validated the questionnaire. Many thanks also go to the instructors who responded to the questionnaire.

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