TY - JOUR ID - 119349 TI - Investigating English Teachers and Content Instructors’ Tests in the ESP Exams at Medical Universities (Research Paper) JO - Iranian Journal of English for Academic Purposes JA - IJEAP LA - en SN - 2476-3187 AU - Alizadeeh, Iman AU - Vahdany, Fereidon AU - Modallalkar, Seyedeh Shiva AD - Cardiovascular Diseases Research Center, Heshmat Hospital, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran. School of Paramedical Sciences, Guilan University of Medical Sciences, Rasht, Iran. AD - English Language Department, Payame-Noor University, Rasht, Iran. AD - Cardiovascular Diseases Research Center, Heshmat Hospital, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran. English Language Department, Payame Noor University, Rasht, Iran. Y1 - 2020 PY - 2020 VL - 9 IS - 4 SP - 112 EP - 128 KW - English for Specific Purposes KW - English teachers KW - Content Instructors KW - Test Types DO - N2 - This study aimed to investigate the test types which English teachers and content instructors employ in the ESP exams. To do so, samples of the tests developed by the ESP teachers were collected. Moreover, semi-structured interviews were performed with both groups to gain insights into their attitudes towards testing. The results indicated that word-formation, translation, definition, multiple-choice, reading comprehension, and cloze test were the test types the teachers used. It was revealed that except for cloze tests, which were used only by the English teachers, other test types were used by both groups; the frequency of the test types, however, differed in the exams. It was also discovered that both groups of the teachers used multiple-choice tests most frequently. The results of the interviews showed that the English teachers preferred integrative and communicative tests, whereas the content instructors tended to use syllabus-based structuralist tests. The study concludes that the ESP teachers mostly favored pre-scientific and psychometric-structuralist approaches to testing and did not use communicative tests. The implications of the study pertain to the pivotal role of the ESP teachers’ awareness and evaluation of the students’ real needs for English as well as the teachers’ testing literacy in ESP courses. UR - https://journalscmu.sinaweb.net/article_119349.html L1 - https://journalscmu.sinaweb.net/article_119349_f0daf59fc0f88110073d422ca05392c6.pdf ER -