Assessing the EFL student teachers academic and teaching performance at Najran university in the light of ACTFL proficiency guidelines

الملخص EN

this study aims to investigate the EFL student teachers’ level of language proficiency in the light of ACTFL Guidelines, and the correlation between their academic performance (GPA) and their teaching performance.

The descriptive method was used.

The subjects of the study consist of EFL student teachers practicing teaching during the academic year 1441H (N=62).

Data were collected through the following three instruments: A) An observation checklist designed by the researcher to evaluate EFL student teachers' performance to determine the extent to which their performance matches the standard; B) Self-Assessment checklist based on ACTFL Guidelines, which determine EFL student teachers’ language proficiency for each skill (listening, speaking, reading, and writing); and C) 3 Proficiency Tests to evaluate the English language proficiency skills (including four sections: listening, speaking, reading, and writing).

Findings revealed that the student teachers perceived themselves to be (intermediate low) level in language proficiency according to ACTFL Guidelines.

Moreover, there is a statistically significant relationship between ACTFL Guidelines and all variables of the study.

Based on the research results, recommendations, and suggestions for future studies were proposed.

ACTFL: American Council on the Teaching of Foreign Languages.