Fatemeh Gorji - Ph.D. Student in TEFL, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
Shahram Afraz - Assistant Professor of TEFL, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
Fazlolah Sammi - Assistant Professor of TEFL, Department of English Language, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran

The present study investigated Iranian English language quality through validating the model of criteria. More specifically, the study analyzed the most and the least important criteria for evaluating the English language quality of EFL learners. Also, the differences among males and females with regard to the English language quality were investigated. In doing so, a total number of ۱۰۰ English teachers of different levels of proficiency were chosen. The researchers-made questionnaire was distributed among participants via Google. The process of analyzing the data obtained from the questionnaire was performed in two software, SPSS ۲۱ and pls. In the quantitative part of descriptive statistics, numbers, percentages, central indicators, and dispersion indicators were used. In inferential statistics, a factor analysis test was done to confirm and validate the questionnaire and structural equation model. Findings of the present study revealed the most important criteria for analyzing the EFL students' language quality which are individual characteristics, learning strategy, and learning dynamics. The results also indicated that educational technology and content regulation as background conditions, are effective in assessing the English language quality of Iranian learners. Moreover, no significant difference found among Iranian males and females with regard to the English language quality. It should be noted that the implementation of this approach requires the necessary professional potentials and competencies.

model validation, Language Quality, Iranian EFL Learner