The Impact of Implementing Critical Appraisal on EFL Teachers' Quantitative Research Literacy

محورهای موضوعی : نشریه زبان و ترجمه

Alireza Zaker ¹ , Mania Nosratinia ² , Parviz Birjandi ³ , Massood Yazdanimoghaddam ⁴

1 - Ph.D. Candidate, English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Assistant Professor, English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Professor, English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran
4 - Assistant Professor, English Department, Garmsar Branch, Islamic Azad University, Garmsar, Iran

تاریخ دریافت : 1398/06/28 تاریخ پذیرش : 1398/06/28 تاریخ انتشار : 1398/01/12

کلید واژه: quantitative research, teacher training, Critical appraisal, research literacy,

چکیده مقاله :

This study was an attempt to scrutinize the impact of the Critical Appraisal of Published Research (CAPR) in undergraduate teacher training programs on EFL teachers’ Quantitative Research Literacy (QRL). To meet this objective, 30 male and female ELT teachers were non-randomly selected and randomly assigned to two groups. In two research classes, the experimental group received the CAPR, whereas the control group received conventional teacher-centered instruction with summative assessment. The QRL questionnaire was employed as the pretest and posttest. After ensuring the pre-treatment homogeneity of the participants in terms of QRL, analyzing the post-treatment data through running an independent-samples t-test indicated that there was a significant difference in post-treatment QRL scores between the participants in the experimental group and the control group. In other words, the CAPR had a significantly better impact on EFL teachers’ QRL.

منابع و مأخذ:

Akbari, R. (2008). Postmethod discourse and practice. TESOL Quarterly, 42(4), 641-652. doi:10.1002/j.1545-7249. 2008. tb00152.x

American Psychological Association. (2010). Publication manual of the American Psychological Association. Washington, DC: American Psychological Association.

Ary, D., Jacobs, L. C., Sorensen Irvine, C. K., & Walker, D. (2019). Introduction to rsearch in eucation (10th ed.). Boston: Cengage Learning.

Ashton-Hay, S. (2006). Constructivism and powerful learning environments: Create your own! Paper presented at the the 9th International English Language Teaching Convention: The Fusion of Theory and Practice, Middle Eastern Technical University, Ankara, Turkey. http://eprints.qut.edu.au/17285/1/17285.pdf

Bell, D. M. (2003). Method and Postmethod: Are They Really So Incompatible? TESOL Quarterly, 37(2), 325-336. doi:10.2307/3588507

Best, J. W., & Kahn, J. V. (2006). Research in education (10th ed.). Boston, MA: Pearson Education, Inc.

Birjandi, P., & Siyyari, M. (2010). Self-assessment and peer-assessment: A comparative study of their effect on writing performance and rating accuracy. Iranian Journal of Applied Linguistics, 13(1), 23-45.

Blessinger, P. (2015). Educational research methodology framework. Retrieved from Patrick Blessinger website: http://www.patrickblessinger.com/ermf/

Borg, S. (2008). Teacher cognition and language education: Research and practice. London: Continuum.

Breen, L., & Darlaston-Jones, D. (2010). Moving beyond the enduring dominance of positivism in psychological research: Implications for psychology in Australia. Australian Psychologist, 45(1), 67-76. doi:10.1080/00050060903127481

Creswell, J. W. (2010). Educational research (4th ed.). Boston: Pearson.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: SAGE Publication.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the education process. Michigan: The University of Michigan.

Ellis, R. (2010). A principled approach to incorporating second language acquisition research into a teacher education programme. Reflections in Language Teaching, 9(1), 11-23.

Fahim, M., & Zaker, A. (2014). EFL learners' creativity and critical thinking: Are they associated? Humanising Language Teaching, 16(3).

Farhady, H. (2009). Research methods in applied linguistics 1 & 2. Tehran: PNU University Press.

Farrell, T. S. C. (2012). Reflective practice as professional development. In C. Coombe, L. England, & J. Schmidt (Eds.), Reigniting, retooling and retiring in English language teaching (pp. 23-32). East Lancing: University of Michigan Press.

Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching. Language Teaching, 35(01). doi:10.1017/s0261444801001720

Hadi, M. A., & Closs, S. J. (2016). Applications of mixed-methods methodology in clinical pharmacy research. International Journal of Clinical Pharmacy, 38(3), 635-640. doi:10.1007/s11096-015-0231-z

Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. doi:10.1016/s0742-051x(01)00051-8

Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Routledge.

Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford: Oxford University Press.

Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.

Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design (2nd ed.): Routledge.

Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. New York: Routledge.

Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York: Routledge.

Nosratinia, M., & Zaker, A. (2014). Metacognitive attributes and liberated progress:The association among second language learners’ critical thinking, creativity, and autonomy. SAGE Open, 4(3). doi:10.1177/2158244014547178

Nosratinia, M., & Zaker, A. (2017). Scrutinizing the impact of teachers' critical thinking and teaching autonomy on their teaching success and learners' use of language learning strategies. Journal of Language Teaching and Research, 8(1), 122-132. doi:10.17507/jltr.0801.15

 

Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.

Springer, K. (2010). Educational research: A contextual approach. NJ: Wiley.

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson Education.

Young, J. M., & Solomon, M. J. (2009). How to critically appraise an article. Nature Clinical Practice Gastroenterology & Hepatology, 6(2), 82-91.

Zaker, A. (2016). Social constructivism and metacognition in an EFL context: Inspecting the contribution of critical thinking to EFL learners' social intelligence. Humanising Language Teaching 18(6). Retrieved from www.hltmag.co.uk/dec16/index.htm

Zaker, A., Nosratinia, M., Birjandi, P., & Yazdanimoghaddam, M. (2019). Development and validation of a quantitative research literacy questionnaire. Manuscript submitted for publication.