Parak Nojoumi - Department of English, University of Isfahan, Iran
Hossein Barati - Department of English, University of Isfahan, Iran
Manijeh Youhanaee - Department of English, University of Isfahan, Iran

The present research lies within IELTS impact context. It is conducted in preparatory IELTS courses. The effect of identity of high-performers, i.e. average class performance score equal to and above 8, was initially studied on peer perspective toward the high-performers. Next, the effect of learners’ high performance on teacher’s investment, i.e. the amount of attention the teacher voluntarily places on high-performers, was studied. The three classes, with 29 students overall, were observed for 10 sessions. A researcher-developed questionnaire (with Cronbach alpha of 0.84) was administered to all students who participated in the study, high-performers included. Also, an interview was conducted with the teacher. In the interview the teacher claimed that he invested equally in all students, all the time. However, the result of the t-test on the time he really spent on high-performers on one side, and non-high-performers on the other showed the otherwise. Further, the analysis of questionnaire data indicated that students had a positive perspective toward the high-performers, i.e. respected them more and tried to use their help.

high performance; identity; teacher investment; peer perspective; IELTS preparation