OICC Press Journal of New Trends in English Language Learning (JNTELL) 2821-2290 4 4 2025 12 31 Construction and Validation of a Questionnaire for EFL University Instructors' Internal and External Accountability in Iran 10.57647/JNTELL.2025.0404.24 EN Maryam Ebrahimi Seresht Department of Foreign Languages Teaching, ToH.C., Islamic Azad University, Torbat Heydarieh, Iran https://orcid.org/0009-0005-1825-9082 Hamid Ashraf Department of Foreign Languages Teaching, ToH.C., Islamic Azad University, Torbat Heydarieh, Iran Hossein Khodabakhshzadeh Department of English, Tabaran Institute of Higher Education, Mashhad, Iran https://orcid.org/0000-0001-9422-3245 Khalil Motallebzadeh Department of Foreign Languages Teaching, ToH.C., Islamic Azad University, Torbat Heydarieh, Iran Journal Article 2025 12 31 The current study aimed to develop and validate a questionnaire to explore Iranian university instructors’ perceptions of internal and external accountability. A total of 390 EFL instructors from various universities in Iran participated in the study, selected through convenience sampling. Initially, 41 Likert-scale items were developed based on existing literature. In assessing content validity, both the Content Validity Ratio and the Content Validity Index were calculated. Based on the results, out of the initial 41 items, only 38 items met the required thresholds and were retained, while the remaining items were excluded from the final instrument. To establish construct validity, Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted, confirming a two-factor structure comprising internal and external accountability. The CFA yielded acceptable model fit indices (e.g., CFI = 0.95, RMSEA = 0.06), supporting the factorial validity of the instrument. Additionally, the reliability of the questionnaire was confirmed, with Cronbach’s alpha coefficients of 0.90 for internal consistency and 0.94 for external consistency, indicating high reliability. The validated 38-item questionnaire offers a reliable tool for assessing instructors’ perceptions of accountability. The study highlights the potential of fostering internal and external accountability through professional development initiatives.