فهرست مقالات research literacy

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  1 - Development and Validation of a Quantitative Research Literacy Questionnaire <br> DOR: 20.1001.1.23223898.2021.9.37.1.9
  Alireza Zaker Mania Nosratinia
  10.52547/jfl.9.37.11
  Simultaneous with the emergence of numerous new concerns and techniques in carrying out research in English language teaching (ELT) contexts, conducting ELT research has turned into a multi-dimensional process, and ELT researchers seem to require advanced research skill چکیده کامل

  Simultaneous with the emergence of numerous new concerns and techniques in carrying out research in English language teaching (ELT) contexts, conducting ELT research has turned into a multi-dimensional process, and ELT researchers seem to require advanced research skills in order to address different pedagogical issues. Focusing on quantitative research, the present study was undertaken to develop and validate a quantitative research literacy (QRL) instrument for English as a foreign language (EFL) teacher training context. To this objective, a four-component model of QRL, encompassing developing research topic knowledge, research design knowledge, procedural knowledge, and data analysis knowledge was developed based on experts&rsquo; opinion and an extensive review of the related literature. Testing of the tentative model through exploratory and confirmatory data analyses on a sample of 1180 EFL teachers across three education levels indicated that a 4-factor model of QRL with 9 sub-factors and 50 items could best explain QRL. پرونده مقاله
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  2 - The Impact of Implementing Critical Appraisal on EFL Teachers’ Data Analysis Knowledge
  Alireza Zaker Mania Nosratinia Parviz Birjandi Massood Yazdani Moghaddam
  Condemning a laissez faire approach to English Language Teaching (ELT), English as a Foreign Language (EFL) teacher trainers unanimously agree that the building blocks of teachers&rsquo; teaching framework are profoundly influenced by conducting research. Focusing on qu چکیده کامل

  Condemning a laissez faire approach to English Language Teaching (ELT), English as a Foreign Language (EFL) teacher trainers unanimously agree that the building blocks of teachers&rsquo; teaching framework are profoundly influenced by conducting research. Focusing on quantitative research, this study endeavored to scrutinize the impact of the Critical Appraisal of Published Research (CAPR) in undergraduate teacher training programs on EFL teachers&rsquo; Data Analysis Knowledge (DAK). To this objective, 30 male and female EFL 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 traditional teacher-centered instruction with summative assessment. The DAK section of the Quantitative Research Literacy (QRL) questionnaire was employed as the pretest and posttest. Subsequent to corroborating participants&rsquo; pre-treatment homogeneity in terms of DAK, analyzing the post-treatment data through running an independent-samples t-test, eta squared = .338 (representing a large effect size), indicated the existence of a significant difference in the post-treatment DAK scores between the two groups. The obtained results confirmed that the CAPR has a significantly better impact on EFL teachers&rsquo; DAK which is a key area of QRL. Therefore, it seems accurate to argue that ELT teacher training programs should endeavor to involve the students in a mentally engaging process, e.g. CAPR, where the content of the course is put into practice by the students, something which is required for balancing the concrete and the abstract. پرونده مقاله
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  3 - Quantitative Research Literacy Among Iranian EFL Teachers at Different Levels of Education: Revelations for Policy Makers and Program Developers
  Alireza Zaker
  10.30495/ttlt.2023.1997807.2399
  ELT practitioners are expected to adopt the role of reflective practitioners, engaging in a thorough and analytical examination of their teaching practice. This is achieved through the undertaking of research, with systematic research being recognized as a crucial endea چکیده کامل

  ELT practitioners are expected to adopt the role of reflective practitioners, engaging in a thorough and analytical examination of their teaching practice. This is achieved through the undertaking of research, with systematic research being recognized as a crucial endeavor in implementing reflectivity within the ELT field. Concurrently with the proliferation of several novel problems and methodologies in the realm of research within ELT contexts, the act of conducting research in ELT has evolved into a multifaceted endeavor. The data for this study were gathered from 717 EFL instructors, consisting of 581 females (81%) and 136 males (19%). The participants included individuals with B.A., M.A., and Ph.D. degrees, with an average age of 25. The Quantitative Research Literacy (QRL) questionnaire, developed by Zaker and Nosratinia (2021), was utilized as the primary instrument for data collection. The utilization of the non-parametric Welch's ANOVA test and the Games-Howell post-hoc technique revealed a statistically significant disparity in the mean score on the QRL measure across participants with Ph.D., M.A., and B.A. degrees. Specifically, Ph.D. level participants exhibited a notably higher average score compared to both M.A. level and B.A. level players. Additionally, upon conducting a Welch's ANOVA and subsequently applying the Games-Howell post-hoc procedure, it was observed that the participants exhibited the highest level of proficiency in developing research topic knowledge. Conversely, the participants displayed the lowest level of knowledge in the area of data analysis. This study finishes by engaging in a comprehensive discussion of the findings and providing some recommendations. پرونده مقاله
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  4 - The Impact of Implementing Critical Appraisal on EFL Teachers' Quantitative Research Literacy
  Alireza Zaker Mania Nosratinia Parviz Birjandi Massood Yazdanimoghaddam
  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&rsquo; Quantitative Research Literacy (QRL). To meet this objective, 30 male and female ELT teachers were چکیده کامل

  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&rsquo; 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&rsquo; QRL. پرونده مقاله