| Summary: | This research act was primarily concerned with investigating the extent to which teaching effectiveness was believed to be affected when EFL (English as a Foreign Language) teachers in Greece were provided with feedback information concerning prior student assessments of their teaching performance. An experimental group of 11 volunteer instructors was selected from Athens/Piraeus area. Each instructor was evaluated (tested) three times during an eight month course period. An originally designed Student Opinion Survey of EFL Teachers was the rating instrument used by the participating students. A t-test was used to determine whether or not there were any significant changes between Test 1 and Test 2, Test 2 and Test 3, and Test 1 and Test 3 of the mean ratings of all the components of the measuring instrument. Though it was hypothesised that the frequent implementation of a specialised EFL student evaluation of teacher performance questionnaire would show significant changes in the teachers' overall teaching performance, the statistical findings show that there are no discernible significant differences between all but three of the given Tests. This lack of variability is possibly due to the instructors' self-concepts about teaching EFL under conditions prevalent in private Greek language schools, and a lack of frequent interpretive 'lq dialogues concerning student feedback of their teaching effectiveness. Other possible factors related to the lack of significant finds, including, the time period when the ratings were administered and the feedback shared, and the possible lack of instrument sophistication in quantifying affective attitudes. Along with other suggested recommendations based on the results of this study, this researcher concludes that more research should be undertaken to establish relationships between teaching effectiveness and instructor attitudes about EFL instruction in Greece, about Greek students, and about teaching in general, not only to warrant significant changes in teaching performance, but also to ensure more effective teaching practices in the EFL classroom.
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