Relationship between Teaching Experience, Academic Qualifications and In-service Training Courses: The case of Iranian EFL teachers' use of critical thinking-based teaching strategies
DOR: 20.1001.1.23223898.2021.9.37.6.4

Subject Areas :

Masoud Azizi Abarghoui ¹ , Saeed Ketabi ² , Mohsen Shahrokhi ³

1 - Department of English, Faculty of Humanities, Shahreza Branch, Islamic Azad University, Shahreza, Isfahan, Iran
2 - Department of English, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran
3 - Department of English, Faculty of Humanities, Shahreza Branch, Islamic Azad University, Shahreza, Isfahan, Iran

Received: 2020-12-13 Accepted : 2021-04-22 Published : 2021-10-01

Keywords: Critical thinking-based teaching strategies, EFL teachers of Iranian high schools, In-service training courses,

Abstract :

This study intended to investigate critical thinking-based teaching strategies EFL teachers of Iranian high schools integrate into their teaching. To this purpose, the inter-relationship between the teachers' frequency of use of critical thinking-based teaching strategies and their teaching experience, their attendance at critical thinking in-service training courses, and their higher university degree were explored through a survey questionnaire. To analyze the collected data, means, frequencies, standard deviations, percentages, exploratory factor analysis (EFA), correlation coefficient, and five-point Likert scale were utilized. The obtained results showed that teaching experience was negatively correlated with the frequency of strategy use, and that no significant relationship was found between the frequency of strategy use and teachers’ higher university degree. The results further showed a significant relationship between the frequency of strategy use and critical thinking in-service training courses attended by teachers. The findings of this study imply that critical thinking should be reinforced in Iranian education system as well as in high school teaching schedule.

References:

Azin, N., & Heidari Tabrizi, H. (2017). The Relationship between critical thinking ability of Iranian English translation students and their translation ability. Theory and Practice in Language Studies, 6(3), 81-95. http://www.academypublication .com/php/tpls.

Barnhill, E. J. (2010). Scrutinizing critical thinking-based strategies: Perceptions of liberal arts faculty (Publication No. 3421027) [Doctoral dissertation, Missouri Baptist University]. ProQuest Dissertations & Theses Global.

Bloom, B. (Ed.). (1956). Taxonomy of educational objectives, handbook I: Cognitive domain. New York, NY: David McKay Company.

Danaye Tous, M. & Haghighi, S. (2016). Developing critical thinking with debate: Evidence from Iranian male and female students. International Journal of Research Studies in Language Learning, 3(2), 55-68.

Ghanizadeh, A., Moafian, M. (2011). Critical thinking and emotional intelligence: investigating the relationship among EFL learners and the contribution of age and gender. Iranian Journal of Applied Linguistics, 14(1), 23-48.

Haghani, F., Aminian, B., Kamali, F., & Jamshidian, S. (2011). Critical thinking skills and their relationship with emotional intelligence in medical students of introductory clinical medicine course in Isfahan University of medical sciences. Iranian Journal of Medical Education, 10(5), 48-59.

Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, 80, 69-74.

Khabiri, M. & Firooz, M. (2012). The Comparative Effect of Practicing Cooperative Learning and Critical Thinking on EFL Learners’ Writing. Issues in Language Teaching,1(2),371-394. https://ilt.atu.ac.ir/article_1348.html

Kamgar, N. & Jadidi, E. (2016). Exploring the relationship of Iranian EFL learners' critical thinking and self-regulation with their reading comprehension ability. Procedia - Social and Behavioral Sciences, 232, 776-783. https://10.1016/j.sbspro.2016.10.105                                        

Marboot, K., Roohani, A., & Mirzaei, A. (2020). Investigating Iranian EFL Students’ Metacognitive Online Reading Strategies, Critical Thinking, and Their Relationship: A Mixed-Methods Study. Issues in Language Teaching, 9(1), 151182. https://10.22054/ILT.2020.50833. 475

Nikoopour, J., Farsani, M. A., & Nasiri, M. (2011). On the relationship between critical thinking and language learning strategies among Iranian EFL learners. Life, 18(3), 195-200.

Nosratinia, M., Ghanbari Asiabar, & M., Sarabchian, E. (2014). Exploring the relationship between Iranian EFL learners’ language learning strategies and critical thinking. International Journal of Language Learning and Applied Linguistics World, 5(2), 335-345.

Paul, R., & Elder, L. (2008). The miniature guide to critical thinking concepts and tools. Foundation for Critical Thinking.

Rabi’ee, B. (2010). The effect of practicing analysis and synthesis on EFL learners’ critical thinking and reading comprehension skill. [Unpublished master's thesis]. Sabzevar Tarbiat Moallem University, Iran.

Rudd, R. D. (2007). Defining Critical Thinking. Techniques, 82(7), 46-49.

Tabačková, Z. (2015). Outside the classroom thinking inside the classroom walls: Enhancing students’ critical thinking through reading literary texts. Procedia - Social and Behavioral Sciences, 186, 726-731. https://10.1016/j.sbspro.2015.04.042

Tabatabaei, O., & Parsafar, M. (2012). The effect of self-directed learning on critical thinking of Iranian EFL learners. Journal of Educational and Social Research, 2(2), 55-64.

Timpson, W., & Doe, S. (2008). Concepts and choices for teaching: Meeting the challenges in higher education (2nd ed.). Atwood Publishing.

Tuzlukova, V., & Al-Busaidi, S. (2020).Critical thinking in the language classroom: Teacher beliefs and methods. Pertanika Journal of Social Sciences and Humanities, 25, 615-633.

Zare, M., & Biria, R. (2018). Contributory role of critical thinking in enhancing reading comprehension ability of Iranian ESP students. IJREE, 3(3), 111-123.

Willingham, D. T. (2007). Critical Thinking: Why Is It So Hard to Teach? American Educator, 31, 8-19.