On the impact of teaching experience on EFL instructors’ self-assessment of their instructional effectiveness

Teaching experience exerts a remarkable influence on instruction quality. The present study explores the role teaching experience plays in EFL university instructors’ self-assessment (SA) accuracy and its congruence with students’ assessment of it. Furthermore, it delves into the instructors’ perceptions of how their SA of instructional effectiveness is altered as they obtain experience in their career. To this end, 106 EFL instructors’ SA of their instructional effectiveness was compared to that of their 630 students. To this end, two versions of a questionnaire were administered to the instructors and their students. The findings suggest that the highly experienced (Hex, with over 21 years of experience) instructors’ SA, unlike their relatively less experienced colleagues, i.e. less experienced (Lex, with 1-10 years of experience), and moderately experienced (Mex, with 11-20 years of experience), significantly diverges from their students’ assessment. The statements of thirty-three interviewed instructors shed more light on the reasons behind such divergence besides the probable causes of instructional effectiveness erosion among Hex instructors. They blamed the students’ and instructors’ getting no education on accurate evaluation of teaching, adverse conditions dominating the higher education such as lack of standard hiring and evaluation system, job-burn-out and bias. The findings of this research can potentially contribute to EFL university instructor assessment, professional development, and education. Key terms: self-assessment (SA), teaching experience, instructional effectiveness, student assessment of instructional effectiveness