چکیده:
This study intended to investigate critical thinking-based teaching strategies EFL teachers of Iranian high schools integrate into their teaching. To this purpose, the inter-relationship between the teachers' frequency of use of critical thinking-based teaching strategies and their teaching experience, their attendance at critical thinking in-service training courses, and their higher university degree were explored through a survey questionnaire. To analyze the collected data, means, frequencies, standard deviations, percentages, exploratory factor analysis (EFA), correlation coefficient, and five-point Likert scale were utilized. The obtained results showed that teaching experience was negatively correlated with the frequency of strategy use, and that no significant relationship was found between the frequency of strategy use and teachers’ higher university degree. The results further showed a significant relationship between the frequency of strategy use and critical thinking in-service training courses attended by teachers. The findings of this study imply that critical thinking should be reinforced in Iranian education system as well as in high school teaching schedule.
خلاصه ماشینی:
Is there any significant relationship between Iranian high school EFL teachers' frequency of use of critical thinking-based teaching strategies and their teaching experience?
Is there any significant relationship between Iranian high school EFL teachers' frequency of use of critical thinking-based teaching strategies and their higher university degrees?
Is there any significant relationship between Iranian high school EFL teachers' frequency of use of critical thinking-based teaching strategies and in-service critical thinking courses attendance?
Research Question 1 To find out whether there is a significant relationship between Iranian high school EFL teachers' frequency of use of critical thinking-based teaching strategies and their years of experience in teaching, correlation coefficients were calculated.
Research Question 2 To see if there is any significant relationship between Iranian high school EFL teachers' frequency of use of critical thinking-based teaching strategies and their higher university degrees, Pearson correlations were worked out to inspect the inter-correlations among the factors in which the linearity assumption was not noticeably broken.
Research Question 3 To assess whether there can be a significant relationship between Iranian high school EFL teachers' frequency of use of critical thinking-based teaching strategies and the number of critical thinking in-service training courses they had attended, correlations were with respect to the previously-described four factors.
01 The results in Table 4 reveal that was a significant relationship between the frequency of use of critical thinking-based teaching strategies and the number of critical thinking in-service training courses attended by Iranian EFL teachers.