Beliefs about English Language Proficiency: A Quan-Qual Study in Iranian EFL Context

Language proficiency is an oft-cited word and recurrent theme in applied-linguistic literature. As a two-phased inquiry, this study examined the conceptions of Iranian EFL learners, teachers, and policymakers about English Language proficiency (ELP). To this end, the researcher initially conducted a set of semi-structured interviews with ۲۰ randomly selected respondents under a naturalistic condition, observing the confidentiality of results, anonymity, and consent principles. Iterative data collections continued until saturation occurred, and MAXQDA software was employed for coding and systematically analyzing the audio-transcript data. The qualitative phase findings indicated a conceptual difference among the groups on the nature, characteristics, approaches, and goals of ELP. In the second phase, the structured codes were used to generate the item banks for a scale of Beliefs about English Language Proficiency (BALPI). The validation examination and factorial (exploratory and confirmatory) analyses yielded a ۲۲-item, ۴-factor scale measuring beliefs on ELP. Administrations of BALPI with ۳۳۰ respondents confirmed the disparity of views across the three groups. In light of the findings, the academic implications are explored and elucidated; moreover, a hands-on model is suggested for teaching English within the context of L۲ education in Iran.