English teachers' perceptions of coordinated vs. non-coordinated English language exams

Abstract EN

This study examines English teachers’ perceptions of coordinated and non-coordinated English language examinations.

The sample was composed of thirty English teachers teaching language, linguistics and literature courses at Yarmouk University in Jordan.

The subjects answered a questionnaire of three parts: The first part elicited information about the subjects; the other parts elicited information about the subjects' perceptions of the two testing modes.

The findings show that the subjects favored coordinated exams more than noncoordinated ones.

Finally, several suggestions are accordingly presented the ultimate goal of which is to encourage other researchers to carry out other studies on various English tests in relation to teachers’ perceptions.