Volume 123, Issue 1
  • ISSN 0019-0829
  • E-ISSN: 1783-1490
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This paper reports on an empirical examination of the effect of instructors' formal training, professional experience, culturo-linguistic background, and exposure to the local context on the evaluation of EFL composition. A total of 106 English-native and Arabic-native instructors, with varying academic training, teaching experience, and exposure to the local context of EFL instruction, evaluated the language, the contents, and the rhetorical structures of two EFL compositions - written by Arabic-native speakers - using 10-point scales.

Findings show that instructor's culturo-linguistic background was evidently the most influential factor on the evaluation of EFL composition. Instructor 's exposure to the local Arabic context of EFL instruction testified to confirm this effect.

With respect to the effect of instructor's teaching experience on the evaluation of EFL composition, the findings reveal that expe-rienced instructors appear to be more rigid in their evaluation of EFL composition than their less experienced counterparts. The effect of instructor's formal training on the evaluation of EFL composition is generally inconsistent.


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  • Article Type: Research Article
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