چکیده:
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’ 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’ 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’ 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’ 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.
خلاصه ماشینی:
Hoping to address this shortcoming and considering the peculiarities of ELT teacher training programs, more specifically Research courses, this study endeavored to scrutinize the way implementing the Critical Appraisal of Published Research (CAPR) affects EFL teachers’ knowledge of data analysis.
Guideline for Implementing the Critical Appraisal of Published Research / Element of Articles Expected Features of the Element Title clear and concise / Problem and Hypotheses clearly stated significance of problem specific question raised clear statement of hypothesis or research question testable hypothesis assumptions stated important terms defined / Review of Literature adequate coverage well organized important findings noted studies critically examined related to problem and hypothesis / Procedures subjects and methodology described in detail adequate sample / / appropriate design variables controlled appropriate data gathering instruments / Data Analysis/Results effective use of tables effective use of figures concise but complete report of findings appropriate statistical or other treatment of data logical analysis / Discussion/Conclusions problem restated or addressed hypotheses restated or addressed clear and concise conclusions based on results statement of practical or theoretical implications appropriate generalizations / Overall Form and Style of Paper clear and concise appropriate degree of objectivity all parts of the paper are properly related to each other Referencing according to appropriate style / Note.