چکیده:
The present study was an attempt to investigate to what extent Iranian EFL
teachers practice critical discourse analysis in the English language classroom
during their teaching. To reach this aim, a 27-item questionnaire was designed
and administered among 120 male and female Iranian English teachers in
different language schools in Tehran. Following descriptive statistics through
which the mean, standard deviation, and reliability of the questionnaire were
calculated, a factor analysis was conducted to assess the construct validity of the
designed questionnaire. The results of the statistical analysis clearly
demonstrated the validity of the designed questionnaire. Once validated, certain
within group comparisons (with respect to the demographic factors of gender,
age, and educational degree) were conducted to see how the different
demographic subsets of the sample responded to the questionnaire. The study
also discusses the implications of such measurement for ELT and points out a
number of suggestions for further study.
خلاصه ماشینی:
Developing and Validating a Questionnaire to Assess Critical Discourse Analysis Practices among EFL Teachers Hamid Marashi 1*, Neda Ahmadi 2 1.
com (View the image of this page) Abstract The present study was an attempt to investigate to what extent Iranian EFL teachers practice critical discourse analysis in the English language classroom during their teaching.
In this way, as Fowler (1996) holds, CDA which seeks de-familiarization and consciousness-raising inside the classroom encourages teachers to provide a critique rather than a criticism thenceforth assisting the reader to unearth the underlying social background and motives influencing the composition of discourse.
To this end and in continuity of the researchers’ interest in exploring into CDA and its application in ELT (Marashi & Chizari, 2016; Marashi & Yavarzadeh, 2014), the aim of the present study was to primarily design a valid instrument through which the degree of Iranian EFL teachers’ practice of CDA in the English language classroom could be assessed.
Accordingly, the following research questions were raised: Q1: To what extent do Iranian EFL teachers practice CDA in the English language classroom?
5. At this stage, no definitive result such as there was a significant difference between Iranian EFL teachers’ practice of CDA in the class compared to teachers of other nationalities and ethnicities can of course be stated as in the process of this study, the goal was to design a valid instrument and not compare any ethnic groups.
Descriptive Statistics of the Scores of 30 Males and 30 Females on the CDA Practice Questionnaire (View the image of this page) As both distributions in Table 11 manifested normality (their skewness ratios falling within the acceptable range of ±1.