Enhancing Reflective Teaching Among EFL Teachers Through the Integration of Critical Appraisal in Teacher Training Programs
محورهای موضوعی : Journal of Teaching English Language Studies
Alireza Zaker
1
(Department of Teaching English and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran)
کلید واژه: critical appraisal, reflective teaching, research courses, teacher training,
چکیده مقاله :
In the realm of English Language Teaching (ELT), a hands-off approach is increasingly being rejected by professionals in Teaching English as a Foreign Language (TEFL). Based on this foundation, the current research aimed to examine the effect of Critical Appraisal of Published Research (CAPR) within undergraduate teacher education programs on Reflective Teaching (RT) among English as a Foreign Language (EFL) instructors. Pursuing this goal, a cohort of 30 EFL teachers, both male and female, were selectively chosen and divided into two groups at random. During two research methodology courses, the experimental group engaged with CAPR, while the control group partook in conventional, teacher-led lessons with summative assessment. The RT questionnaire was utilized for both the initial and final assessments. Post ensuring the initial uniformity of the participants' RT levels, the analysis of the data collected post-intervention via an independent-samples t-test revealed a notable disparity (t (21) = 2.575, p = .018, two-tailed, eta squared = .2399, denoting a substantial effect size) in the post-treatment RT scores of the experimental group compared to the control group. Put simply, the findings indicated that CAPR had a markedly positive influence on the RT of EFL teachers.
In the realm of English Language Teaching (ELT), a hands-off approach is increasingly being rejected by professionals in Teaching English as a Foreign Language (TEFL). Based on this foundation, the current research aimed to examine the effect of Critical Appraisal of Published Research (CAPR) within undergraduate teacher education programs on Reflective Teaching (RT) among English as a Foreign Language (EFL) instructors. Pursuing this goal, a cohort of 30 EFL teachers, both male and female, were selectively chosen and divided into two groups at random. During two research methodology courses, the experimental group engaged with CAPR, while the control group partook in conventional, teacher-led lessons with summative assessment. The RT questionnaire was utilized for both the initial and final assessments. Post ensuring the initial uniformity of the participants' RT levels, the analysis of the data collected post-intervention via an independent-samples t-test revealed a notable disparity (t (21) = 2.575, p = .018, two-tailed, eta squared = .2399, denoting a substantial effect size) in the post-treatment RT scores of the experimental group compared to the control group. Put simply, the findings indicated that CAPR had a markedly positive influence on the RT of EFL teachers.
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