An Investigation into Iranian Non-English PhD Students’ Perceptions Regarding Learning as an Educational Consequence of EPT

It appears that English Proficiency Test (EPT) as a high stake test plays a key role in addressing many aspects of the educational system and individuals' lives. This paper aimed to represent Iranian non-English PhD students’ perceptions regarding their learning and testing preferences, and to investigate the relationship between educational consequences and psychological consequences of EPT among Iranian non-English PhD students. To reach the goals, two attitudinal researcher-made questionnaires developed and validated (in Persian) at five point Likert-scale format scaling from ۱-۵ (strongly disagree to strongly agree); subsequently, pilot study was conducted and then the instruments were distributed among ۲۵۲ participants via online administration throughout Iran. The analyzed results by the software package of SPSS, version ۲۴ showed that deep learning had the highest mean among other subscales and item ۳ in testing preferences which was related to creativity hit the lowest mean score. Moreover, the results confirmed that there was a significant and positive relationship between educational consequences and psychological consequences.

Keywords:

Educational Consequences , Learning , psychological consequences , testing preferences