بررسی درک میزان اثربخشی و فراوانی استفاده از راهبردهای تدریس مبتنی بر تفکر انتقادی و رابطه متقابل این دو در میان دبیران زبان انگلیسی دبیرستان های ایران | ||
| Journal of English Language Teaching and Learning | ||
| Article 14, Volume 12, Issue 26, August 1399, Pages 377-399 PDF (543.5 K) | ||
| Document Type: مقاله پژوهشی | ||
| DOI: 10.22034/elt.2021.42140.2297 | ||
| Authors | ||
| مسعود عزیزی ابرقوئی* 1; سعید کتابی2; محسن شاهرخی3 | ||
| 1دانشجوی دکتری زبان انگلیسی، گروه زبان انگلیسی، دانشکده علوم انسانی، واحد شهرضا، دانشگاه آزاد اسلامی، اصفهان، ایران. | ||
| 2دانشیار گروه زبان انگلیسی، دانشکده زبانهای خارجی، دانشگاه اصفهان، اصفهان، ایران. | ||
| 3استادیار گروه زبان انگلیسی، دانشکده علوم انسانی، واحد شهرضا، دانشگاه آزاد اسلامی، اصفهان، ایران. | ||
| Abstract | ||
| This study intended to elaborate on critical thinking based teaching strategies high school EFL teachers in Iran integrate into their teaching process. An edited version of an email-based questionnaire by Barnhill (2010) has been put into use to distribute the teaching strategies survey in four different provinces (Yazd, Lorestan, Fars and Kordestan). One hundred and twenty teachers answered it completely showing 75.94 percent of response rate .Not an empirical layout was utilized to investigate the most effective and frequently used strategies and the relations between the two variables of frequency of use and perception of effectiveness. Means, frequencies, standard deviations, percentages, exploratory factor analysis (EFA), correlation coefficient, and five-point Likert scale were utilized for the purpose of the data analysis. The items rank-ordering pointed out that among the 50 items "questioning and challenging students to consider all views" was rated as the most frequently used and "creative projects in-class involving various materials" was distinguished as the most effective. From 50 strategies, EFA determined four factors reducing the 50 critical thinking based teaching strategies. The findings showed a positive and direct relation between perception of effectiveness and frequency of use for every one of the four variables. | ||
| Keywords | ||
| Critical thinking (CT); Critical thinking based teaching strategies; EFL teachers of Iranian high schools; Teaching English as Foreign Language (TEFL) | ||
| References | ||
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