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Title

THE RELATIONSHIP BETWEEN CRITICAL THINKING AND TEACHING STYLE AMONG IRANIAN EFL TEACHERS WITH A FOCUS ON THEIR YEARS OF TEACHING EXPERIENCE

Year: 1400
COI: RDELTLT01_118
Language: EnglishView: 42
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Authors

Parvaneh Movahhed - MA student in TEFL, the Department of English Language and Literature, Islamic Azad University, Shiraz Branch,Shiraz, Iran
Maryam Sharif - Assistant Professor, the Department of English Language and Literature, Naghshejahan Higher Education Institute,Isfahan, Iran

Abstract:

Myriads of studies on critical thinking have been conducted so far; however, to the best of the researchers’ knowledge, there are no published studies in the literature addressing the relationship between teachers’ critical thinking and their teaching styles in EFL context, particularly in Iran. Thus, the purpose of this study was first to investigate whether there was any relationship between Iranian EFL teachers’ critical thinking and their teaching styles, and then to explore if there were any significant differences between novice and experienced Iranian EFL teachers in their critical thinking and teaching styles. To this end, ۱۰۰ Iranian EFL teachers (۴۱ males and ۵۹ females) from high schools and private language institutes in Shiraz and Kazeroon were selected through convenience sampling. The participants were divided into novice and experienced groups based on their years of teaching experience. To measure critical thinking, a Critical Thinking Questionnaire adopted from Naeini (۲۰۰۵), which, in turn, was adopted from Honey (۲۰۰۴), was employed. Grasha-Reichmann Teaching Style Inventory (۱۹۹۶) was also utilized to gauge the teachers’ teaching styles. Both Pearson product-moment correlation coefficient and the Independent Samples t-tests were run to analyze the data. The results demonstrated a moderately positive relationship between teachers’ critical thinking and their teaching styles. These results also revealed that the experienced teachers’ critical thinking level was significantly higher than that of the novice teachers. Nevertheless, the findings also indicated that the experienced and the novice teachers were not different in terms of their teaching styles. Finally, the pedagogical implications of the study were listed.

Keywords:

critical thinking , teaching styles , Iranian EFL teachers , experienced and novice teachers

Paper COI Code

This Paper COI Code is RDELTLT01_118. Also You can use the following address to link to this article. This link is permanent and is used as an article registration confirmation in the Civilica reference:

https://civilica.com/doc/1270197/

How to Cite to This Paper:

If you want to refer to this Paper in your research work, you can simply use the following phrase in the resources section:
Movahhed, Parvaneh and Sharif, Maryam,1400,THE RELATIONSHIP BETWEEN CRITICAL THINKING AND TEACHING STYLE AMONG IRANIAN EFL TEACHERS WITH A FOCUS ON THEIR YEARS OF TEACHING EXPERIENCE,First National Conference on Recent Developments in English Language Teaching, Literature and Translation,Shiraz,https://civilica.com/doc/1270197

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Scientometrics

The specifications of the publisher center of this Paper are as follows:
Type of center: Azad University
Paper count: 7,053
In the scientometrics section of CIVILICA, you can see the scientific ranking of the Iranian academic and research centers based on the statistics of indexed articles.

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COI stands for "CIVILICA Object Identifier". COI is the unique code assigned to articles of Iranian conferences and journals when indexing on the CIVILICA citation database.

The COI is the national code of documents indexed in CIVILICA and is a unique and permanent code. it can always be cited and tracked and assumed as registration confirmation ID.

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