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A panel of experts reached consensus via iterative surveys: round one generated 96 performance indicators, round two used a 5-point Likert scale with 29 experts, and round three refined responses and yielded 81 indicators. 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Alsowat*\u003Cbr>College of education, Taif University, P.O.Box: 888, 21944, Taif, Saudi Arabia\u003Cbr>Corresponding Author: Hamad H. Alsowat, [E-mail: h.alsowat@tu.edu.sa](E-mail: h.alsowat@tu.edu.sa) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>This study aimed at developing and validating professional teaching standards for higher education EFL instructors in Saudi Arabia. The Delphi technique was utilized to gain a consensus among the panel of experts through three rounds. In the first round, a survey was sent to 31 English language teaching and teacher education experts to select the appropriate standards and provide any additional standards. Ninety-six performance indicators were generated at the end of this round. In the second round, the survey was sent to 29 experts to rate their responses on a 5-point Likert scale. In the third round, the survey was sent back to the experts to review their responsesand provide any modifications. By the end of the third round, eighty-one performance indicators were identified and categorized into seven standard fields: language, knowledge of learners, learning environments, instruction, technology use, assessment, and professionalism. The study reveals insight into the professional standards which are appropriate for higher education EFL instructors in Saudi Arabia. This framework will help improve faculty teaching practices and for their continuous professional development. |\n| Article history\u003Cbr>Received: September 12, 2021\u003Cbr>Accepted: November 26, 2021\u003Cbr>Published: December 31, 2021\u003Cbr>Volume: 12 Issue: 6\u003Cbr>Advance access: December 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Delphi Technique,\u003Cbr>EFL,\u003Cbr>Higher Education,\u003Cbr>Instructors,\u003Cbr>Professional Teaching Standards |  |\n\nINTRODUCTION  \nTeaching is a venerable human profession that provides learners with knowledge, skills, values, and attitudes. It is viewed as an art and science. As an art, the imaginative and artistic abilities of the teacher create a worthwhile situation in the classroom to enable students to learn. As a science, it shows the logical and procedural steps to attain the learning outcomes (Rajagopalan, 2019) . In a changing world, teaching is no longer a simple task limited to explaining and simplifying the content, but rather a work that needs adequate knowledge and skills to help learners maximize their learning and become independent and life-long learners. Today,“the teacher is not only a communicator but also a manager with the responsibility of creating the enabling environment for learning to occur”(Ababio, 2013, p. 47) . Effective teaching equips learners with the necessary skills for how to learn and how to demonstrate their learning. Thus, it positively influences students’ learning, achievement, and academic performance (Hoge, 2016; Kane et al., 2011; Ritter & Shuls, 2012; Stronge et al., 2011) .  \nEnglish language teaching has been a vital concern due to the vast demand for learning English worldwide. In higher education, teaching English as a foreign language is a com-  \nplex duty based on a set of skills and attitudes that teachers should possess. The instructor plays a very crucial role in students learning. An effective language instructor should possess an adequate command of the subject matter, the ability to transmit knowledge easily, and motivate learners todo their best (Uygun, 2013) . He should be familiar with the content he teaches, ELT pedagogy, learners’ needs, and the assessment approaches. Therefore, instructors’ effectiveness should be “identified, quantified, evaluated and replicated”(Hoge, 2016, p. 3) .  \nTeaching quality is the essential factor in student learning; it is the catalyst that releases the st","cbCaiaLZewqfHw7L","https://ap.wps.com/l/cbCaiaLZewqfHw7L","pdf",327451,17,"English","# Article info\n# Abstract\n# Article history\n# Conflicts of interest and funding\n# Key words\n# Introduction\n## Statement of the Problem","[{\"question\":\"What was the study’s main objective?\",\"answer\":\"To develop and validate professional teaching standards for higher education EFL instructors in Saudi Arabia.\"},{\"question\":\"How did the researchers reach expert consensus?\",\"answer\":\"They used the Delphi technique with three survey rounds, collecting and revising expert judgments until agreement was formed.\"},{\"question\":\"How many performance indicators were identified and how were they organized?\",\"answer\":\"The study produced 81 performance indicators in the final round, categorized into seven standard fields: language, knowledge of learners, learning environments, instruction, technology use, assessment, and professionalism.\"}]","Developing and Validating Professional Teaching Standards for Higher Education EFL Instructors in Saudi Arabia - Study | PDF",1792068871,43]