Quality and Auditing in TESOL: A Comparative Case Study

Abstract

The researcher was influenced by best English language teaching standards in England to find TESOL best practices. The study was carried out in three reputable elementary schools where English as a second language was taught. The research was conducted at three prominent primary schools in Birmingham, England, where the majority of the kids were from ethnic minorities. The fieldwork resulted in the refining and validation of an audit that was initially based on literature. Following that, fieldwork was conducted in a developing nation using the same methodology as in the United Kingdom. This step entails conducting a TESOL audit in order to determine the strengths and limitations of TESOL services in Malaysian and international TESOL institutions. This article describes the technique and methods used to build and validate the audit tool, which is particularly useful for codifying and identifying TESOL best practices. The method begins with a brief description of quality and the two types of quality measurements that are employed, benchmarking and auditing. The grounded, iterative approach to the creation and implementation of research instruments was then discussed.