Developing and Validating a Questionnaire to Assess Critical Discourse Analysis Practices among EFL Teachers

Document Type: Research Paper

Authors

1 Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran

2 Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran

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. 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.

Keywords

References

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Journal of English Language Pedagogy and Practice

Volume 10, Issue 21
Summer and Autumn 2017
Pages 115-142

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