Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education
الموضوعات :
حمید اشرف
1
(Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran)
هانیه گرمابی
2
(Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran)
مهری بختیاری فیندری
3
(Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran)
الکلمات المفتاحية: gender, critical thinking, B.A. and A.S. degrees, teaching success,
ملخص المقالة :
The present study attempted to discover whether there is a significant relationship between EFL teachers' critical thinking ability and their teaching success.To this end, 113 Iranian male and female English teachers were required to fill out Watson Glaser Critical Thinking Appraisal. Besides, their students were asked to answer the Characteristics of Successful EFL Teachers questionnaire. The statistical analysis of the data showed that there was a significant correlation between EFL teachers’ critical thinking skill and their teaching success. Besides, findings revealed that there was a significant difference between male and female teachers regarding their critical thinking skills, and that BA teachers differed from AS teachers with regard to critical thinking skills. More specifically, male BA teachers took the most advantages from critical thinking skills than others.
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