Home Articles List Article Information
Journal of English Language Pedagogy and Practice
Journal Archive
Volume Volume 11 (2018)
Volume Volume 10 (2017)
Volume Volume 9 (2016)
Volume Volume 8 (2015)
Volume Volume 7 (2014)
Volume Volume 6 (2013)
Volume Volume 5 (2012)
Volume Volume 4 (2011)
Volume Volume 3 (2010)
Volume Volume 2 (2009)
Volume Volume 1 (2008)
Ashraf, H., Garmabi, H., Bakhtiari Fayendari, M. (2017). Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education. Journal of English Language Pedagogy and Practice, 10(20), 17-28.
Hamid Ashraf; Hanieh Garmabi; Mehri Bakhtiari Fayendari. "Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education". Journal of English Language Pedagogy and Practice, 10, 20, 2017, 17-28.
Ashraf, H., Garmabi, H., Bakhtiari Fayendari, M. (2017). 'Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education', Journal of English Language Pedagogy and Practice, 10(20), pp. 17-28.
Ashraf, H., Garmabi, H., Bakhtiari Fayendari, M. Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education. Journal of English Language Pedagogy and Practice, 2017; 10(20): 17-28.

Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education

Article 2, Volume 10, Issue 20, Summer and Autumn 2017, Page 17-28  XML PDF (169.34 K)
Document Type: Research Paper
Authors
Hamid Ashraforcid ; Hanieh Garmabi email ; Mehri Bakhtiari Fayendari
Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran
Abstract
The present study attempted to discover whether there is a significant relationship between EFL teachers' critical thinking ability and their teaching success.To this end, 113 Iranian male and female English teachers were required to fill out Watson Glaser Critical Thinking Appraisal. Besides, their students were asked to answer the Characteristics of Successful EFL Teachers questionnaire. The statistical analysis of the data showed that there was a significant correlation between EFL teachers’ critical thinking skill and their teaching success. Besides, findings revealed that there was a significant difference between male and female teachers regarding their critical thinking skills, and that BA teachers differed from AS teachers with regard to critical thinking skills. More specifically, male BA teachers took the most advantages from critical thinking skills than others.  
Keywords
critical thinking; B.A. and A.S. degrees; gender; teaching success
References

References

Birjandi, P., & Bagherkazemi, M. (2010). The relationship between Iranian EFL teachers’ critical thinking ability and their professional success. English Language Teaching, 3(2), 135-145.

Büyükyavuz, O. (2013). Professional development for Turkish teachers of English: Is it amust or luxury? Procedia - Social and Behavioral Sciences, 89, 363 – 367.

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. New york: Routledge.

Demirhan, E., & Köklükaya, A. N. (2014). The critical thinking dispositions of prospective science teachers. Procedia - Social and Behavioral Sciences, 116, 1551 – 1555.

Duţă, N., Pânişoară, G., & Pânişoară, I. O. (2014). The profile of the teaching profession - empirical reflections on the development of the competences of university teachers. Procedia - Social and Behavioral Sciences, 140, 390 – 395.

Ghaemi, H., & Taherian, R. (2011). The role of critical thinking in EFL teachers’ teaching success. Modern Journal of Applied Linguistics, 3, 8-22.

Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22-30.

Green, K., & Jax, C. (2011). Problem solvers are better leaders: Facilitating critical thinking among educators through online education. Procedia Social and Behavioral Sciences, 15, 727-730.

Grosser, M. M., & Lombard, B. J. J. (2008). The relationship between culture and the development of critical thinking abilities of prospective teachers. Teaching and Teacher Education, 24, 1364-1375.

Hoesein, E., M. (2015). Using mobile technology and online support to improve language teacher professionalism. Procedia - Social and Behavioral Sciences, 192, 491 – 497.

Ijaiya, N. Y. S., Alabi, A. T., & Fasasi, Y. A. (2011). Teacher education in Africa and critical thinking skills: Needs and strategies. Research Journal of Business Management, 5(1), 26-34.

Moafian, F., & Pishghadam, R. (2008). Tahie va baresie etebare sazeye porseshnameye vizhegihaye modaresane movafaghe zabane englisi. Pazhooheshe Zabanhaye Khareji, 54, 127-141.

Moradan, A., & Pourasadollah, R. (2014). Teachers' thinking about their teaching: A critical study on Iranian TEFL teachers. Procedia - Social and Behavioral Sciences, 98, 1194 – 1203.

Ngang, T. K., Chan, T. C., & Vetriveilmany, U. D. (2015). Critical issues of soft skills development in teaching professional training: Educators’ perspectives. Procedia - Social and Behavioral Sciences, 205, 128 – 133.

Pourali, S. (2011). Metaphor analysis of beliefs about teaching and learning in the current and ideal situations: A case of professors and students majoring in English language teaching and literature. Unpublished MA thesis, Ferdowsi University of Mashhad.

Qing, Z., Ni, S., & Hong, T. (2010). Developing critical thinking disposition by task-based learning in chemistry experiment teaching. Procedia Social and Behavioral sciences, 2, 4561-4570.

Talebi, F., & Shirmohammadi, S. (2012). Investigating Iranian Professors' Roles and Their Critical Thinking Abilities. International Journal of Linguistics, 4(3), 656-670.

Vanicheva, T., Kah, M., & Ponidelko, L. (2015). Critical thinking within the current framework of ESP curriculum in technical universities of Russia. Procedia - Social and Behavioral Sciences, 199, 657 – 665.

Worawuth, P., Kanokorn, C. P. S., Udomporn, K., Chadchawarn, A., & Wilawan, P. (2014). Integrated learning teacher professional development in primary schools. Procedia - Social and Behavioral Sciences, 112, 775 – 780.

Yayli, D. (2009). New roles for literacy teachers in the age of multiliteracies: A sociocultural perspective. Procedia Social and Behavioral Sciences, 1, 206-209.

Statistics
Article View: 304
PDF Download: 586