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The present paper aims to investigate EFL instructors’ performance at university level according to prescriptive and collaborative approaches in supervision. In order to achieve this target, the researcher addressed three questions. The first investigates instructors’ level of performance. The second and third questions aimed to identify instructors' points of strength and action points. In this regard, the researcher developed an observation checklist (Appendix A) for supervisors to use when observing teachers'. He also developed observation guidelines for supervisors to make sure they are following the collaborative approach of supervision (Appendix B). The data were analyzed using descriptive statistics, including means, standard deviation and percentages to answer the first question. To answer the second and third questions, the researcher used content analysis to synthesize the supervisors' feedback given to instructors regarding their points of strengths and action points. The results showed that the instructors' performance was either satisfactory or outstanding based on the supervisors' observation, which could be due to the professional development program conducted to develop their teaching competencies. In addition, the instructors showed themselves competent in other areas related to motivating students and providing them with constructive feedback. However, some instructors still need to develop their competencies in areas such as classroom management and teacher talk time. These have been summarized according to their frequency of occurrence in tables 2 and 3. Based on the results, the researcher drew a number of conclusions and recommendations.

EFL Instructors’ Performance Evaluation at University Level: Prescriptive and Collaborative Approaches