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Predicting Critical Thinking Tendencies of University EFL teachers through Problem-solving Skills: differences in gender and teaching experience | ||
| Journal of English Language Teaching and Learning | ||
| دوره 17، شماره 35، مهر 2025، صفحه 227-244 اصل مقاله (946.51 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2025.64738.2722 | ||
| نویسندگان | ||
| Nasim Mehrabian1؛ Hadi Salehi* 2؛ Omid Tabatabaei3؛ Hossein Vahid-Dastjerdi3 | ||
| 1PhD Candidate in English Language Teaching, Najafabad Branch, Islamic Azad University, Najafabad, Iran | ||
| 2Assistant Professor of English Language Teaching, Najafabad Branch, Islamic Azad University, Najafabad, Iran | ||
| 3Associate Professor of English Language Teaching, Najafabad Branch, Islamic Azad University, Najafabad, Iran | ||
| چکیده | ||
| Critical thinking is one of the main functions of education and it is considered as learners’ use of prior knowledge to make judgments and solve problems. This study aimed, firstly, to examine the relationship between university EFL teachers’ critical thinking tendencies and their problem-solving skills, and secondly, to explore the prediction of university EFL teachers’ critical thinking tendencies by problem-solving skills, gender, and teaching experience. The study was designed in a correlational survey method. In total, 70 university EFL teachers (35 males and 35 females), from Azad and Payame Noor universities located in Isfahan and Ilam provinces teaching undergraduate students majoring in English, participated in this research. Data were collected via the California Critical Thinking Disposition Inventory and the Problem-Solving Inventory. The collected data were analyzed using descriptive statistics, the Pearson Product-Moment Correlation Coefficient, and stepwise regression analysis. The relationship between critical thinking tendencies and problem-solving skills was investigated through the Pearson Product Moments Correlation Coefficient, and stepwise regression analysis was run to determine whether university EFL teachers' problem-solving skills, gender, and teaching experience can significantly predict their critical thinking tendencies. The findings indicated that there was a positive, moderate, and significant relationship between university EFL teachers' problem-solving skills and their critical thinking tendencies, while there was no significant difference according to gender. In terms of teaching experience, the correlation coefficient for novice teachers showed a weak, positive, and non-significant relationship, yet the correlation coefficient for experienced teachers indicated a moderate, positive, and significant relationship. This study has both theoretical and practical implications for EFL teachers, practitioners, learners, and policymakers. | ||
| کلیدواژهها | ||
| Tendencies؛ Gender؛ Problem-Solving Skills؛ Teaching Experience؛ University EFL Teachers | ||
| مراجع | ||
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