Afsane Ravandpour - Ph. D Candidate, University of Tehran, Kish International Campus, Iran
Mona Tavakoli - M. A. Graduate, Lecturer at University of Applied Science and Technology, Kish Island

As new standards for student learning have been introduced across the countries, more attention has been given to the teaching quality and teacher experiences in student achievement (National Commission on Teaching and America’s Future, 1996). This study intends to investigate the effect of teacher s experience on promoting learning quality. To this purpose, five experienced (above 10 years) and five inexperienced teachers (below 10 years) were chosen after an interview and also one hundred and fifty Iranian pre intermediate EFL learners were chosen. All teachers taught CLT (Communicative Language Teaching). The experimental groups received their lessons via the experienced teachers and control ones received the same lesson by inexperienced teachers. A Nelson proficiency test was used for about 270 volunteer. According to the findings from the test, 150 almost similar students were chosen. It was administered to capture the initial differences between the groups before commencing the main study to both control and experimental groups. Then a questionnaire was given to students to ask them questions about them and their ideas about the effect of a teacher s experience on learning. An MCHE test was used as pretest, and eight weeks later a parallel test was used as post-test, the questionnaire was given to students again to compare the answers at the end of term. The result of statistical analysis showed that students in experimental groups did better in their posttest which can signify the effect of teacher s experience.

experience, teacher’s experience, quality, learning quality