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Marashi, H., Ahmadi, N. (2017). Developing and Validating a Questionnaire to Assess Critical Discourse Analysis Practices among EFL Teachers. Journal of English Language Pedagogy and Practice, 10(21), 115-142.
Hamid Marashi; Neda Ahmadi. "Developing and Validating a Questionnaire to Assess Critical Discourse Analysis Practices among EFL Teachers". Journal of English Language Pedagogy and Practice, 10, 21, 2017, 115-142.
Marashi, H., Ahmadi, N. (2017). 'Developing and Validating a Questionnaire to Assess Critical Discourse Analysis Practices among EFL Teachers', Journal of English Language Pedagogy and Practice, 10(21), pp. 115-142.
Marashi, H., Ahmadi, N. Developing and Validating a Questionnaire to Assess Critical Discourse Analysis Practices among EFL Teachers. Journal of English Language Pedagogy and Practice, 2017; 10(21): 115-142.

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

Article 6, Volume 10, Issue 21, Summer and Autumn 2017, Page 115-142  XML PDF (782.15 K)
Document Type: Research Paper
Authors
Hamid Marashi 1; Neda Ahmadi2
1Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2Department 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
ELT; Critical discourse analysis; teachers’ practices
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