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This study aimed to develop and validate an instrument to evaluate English language teachers’ lesson planning self-concept. To this end, 30 English teachers were asked to prepare a sample lesson plan and 15 of them were invited to participate in a semi-structured interview. A tentative questionnaire including six factors namely: classroom management, lesson planning conformity, planning efficacy, variety and adaptation, goal setting, and metacognitive knowledge, was then designed. The designed instrument was piloted to 300 English language teachers and validated using exploratory factor analysis. The findings of the study suggested a model questionnaire (30 items), including five factors (goal setting and metacognitive knowledge as one factor), for the evaluation of English language teachers’ lesson planning self-concept.

Item Type:	Refereed Article
Keywords:	English language learning, English language teaching, Evaluation of a lesson plan, Lesson planning self-concept
Research Division:	Language, Communication and Culture
Research Group:	Language Studies
Research Field:	English as a Second Language
Objective Division:	Education and Training
Objective Group:	Curriculum
Objective Field:	Assessment and Evaluation of Curriculum
UTAS Author:	Satariyan, A (Mr Adnan Satariyan)
ID Code:	114796
Year Published:	2016
Deposited By:	Seafaring
Deposited On:	2017-02-27
Last Modified:	2017-10-24
Downloads:	0