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ELT materials evaluation is an important professional activity for ELT professionals. However, there are questions on who should perform the evaluation. Although there is a recognized importance of collaboration between researcher and non-researcher-teachers, some scholars have raised their concerns on the possible divergence between these two groups of teachers. Hence, this exploratory study sought to examine whether researcher-teachers (i.e., actively engaged in research) and non-researcher-teachers (i.e., not actively engaged in research) diverge or converge when evaluating ELT materials. The participants in this study involved five non-researcher-teachers and five researcher-teachers who evaluated the sample materials using a two-part questionnaire. These evaluators used an in-depth method because it is more focused and allows them to evaluate materials with depth. The scores assigned during validation were analyzed using descriptive statistics and inter-rater correlations. The findings revealed that the evaluation of the two groups of teachers was consistent in almost all evaluation criteria. However, non-researcher-teachers showed higher agreement among themselves than the researcher-teachers. These findings have implications for materials evaluation and classroom practices.

Education is not a privilege; it is a human right. In response, Sustainable Development Goals' "Let Me Learn" stated that nearly two-thirds of 10-year-olds can hardly read nor perceive and simplify a text, which is even more severe in the Philippines, where reading is in English. Thus, this research sought to examine the relationship between English reading performance and the metacognitive strategies of the grade 7 students on their word recognition and reading comprehension through the Philippine Informal Reading Inventory to determine their reading profile. In correlation, the Metacognitive Reading Strategies Questionnaire was used to self-assess reading strategies. The quantitative-descriptive correlational research design revealed no significant relationship between English reading performance and metacognitive strategies. However, a significant but weak relationship was seen between oral reading and pragmatic-behavioral strategies. It signifies that they can read some words but can hardly comprehend the reading text. The study's product mainly suggested that the variables do not correlate, concluding that to move toward equitable educational outcomes for an increase in their reading level, reimagining how to foster and reinforce the students to discover and strengthen their gradual progress in reading must at least be achieved to meet the expectations and specifications throughout the act of reading. [ABSTRACT FROM AUTHOR]