The Relationship between Iranian EFL Teachers Critical Thinking and Their Teaching Styles

Amir Reza Nemat Tabrizi and Mojtaba Mohammadi

Journal of Education and Literature, 2015, vol. 3, issue 3, 121-130

Abstract: The present study is an attempt to investigate the possible relationship between Iranian EFL teachers’ critical thinking and their teaching styles. To this end, a group of 15 EFL teachers teaching in different institutes in Farashband and Kazeroon were randomly recruited. In addition, for each individual teacher, about ten students (both males and females) were selected. To evaluate teachers critical thinking ability, the "Watson-Glaser Critical Thinking Appraisal" (CTA) (Form A) was employed. In addition, Lowmans Two-Dimensional Teaching Style Scale was also adopted to assess teachers teaching styles. The normality distribution of variables was tested by the Kolmogorov-Smirnov Test (p –values were greater than 0.05 (p>0.05) for all variables). Pearson’s Product Moment Correlation was run to test the null hypothesis. For the correlation between Critical Thinking and Intellectual Excitement as well as Critical Thinking and Interpersonal Rapport, the Pearson’s coefficient was 0.081 (p=0.521>0.05) and 0.158 (p=0.213>0.05) respectively. The findings revealed no significant relationship between Iranian EFL teachers’ critical thinking and their teaching styles.

Keywords: EFL; Critical Thinking; Teaching Style; Watson-Glaser; Lowman (search for similar items in EconPapers)
Date: 2015
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