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Exploring the Relationship among EFL Teachers' Critical Thinking, Autonomy and Experience in Public and Private Schools | ||
Journal of Modern Research in English Language Studies | ||
مقاله 5، دوره 10، شماره 1، فروردین 2023، صفحه 101-131 اصل مقاله (1.37 M) | ||
نوع مقاله: research paper | ||
شناسه دیجیتال (DOI): 10.30479/jmrels.2022.17438.2085 | ||
نویسندگان | ||
Mahzad Keyvanloo1؛ Mohammad Reza Amirian2؛ Marjan Vosoughi* 3؛ reza Bagheri Nevisi4 | ||
1Islamic Azad University of Sabzevar, iran | ||
2Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University | ||
3Islamic Azad university of Sabzevar | ||
4University of Qom, Iran | ||
تاریخ دریافت: 02 تیر 1401، تاریخ بازنگری: 08 شهریور 1401، تاریخ پذیرش: 20 شهریور 1401 | ||
چکیده | ||
The main purpose of the study was to explore the connection between teachers' critical thinking, autonomy, and their teaching experience among public and private English as a Foreign Language (EFL) teachers. In addition, the differences between the two main contexts of English language learning (public and private contexts) were scrutinized vis a vis teachers' critical thinking and their autonomy. Two different groups of EFL private language institute teachers and EFL high school teachers were selected from two major cities in Khorasan Razavi, Iran. As the results of Path Analysis indicated, all subfactors of EFL teachers' critical thinking (analysis, evaluation, inference, inductive reasoning) except deductive reasoning were positive significant predictors of their autonomy. Additionally, the experience was a positive significant predictor of their autonomy. Furthermore, among five sub-factors of EFL teachers' critical thinking, four subfactors were predicted by experience including analysis, inference, inductive reasoning, and deductive reasoning. However, the experience did not predict evaluation. Also, the results of the Pearson correlation indicated that critical thinking was positively associated with autonomy with a moderate connection, and positively and weakly with experience. Furthermore, the results of the t-test for independent samples indicated that there was a significant difference between the two different contexts in the level of autonomy with private EFL teachers being more autonomous than public EFL teachers. Nevertheless, there was no significant difference between the two types of context in critical thinking. | ||
کلیدواژهها | ||
Autonomy؛ Critical Thinking؛ EFL Teachers؛ Professional Experience | ||
عنوان مقاله [English] | ||
بررسی ارتباط میان تفکر انتقادی، استقلال و تجربه ی مدرسان زبان انگلیسی در مدارس دولتی و آموزشگاه های زبان انگلیسی | ||
نویسندگان [English] | ||
مهزاد کیوانلو1؛ محمدرضا امیریان2؛ مرجان وثوقی3؛ رضا باقری نویسی4 | ||
1دانشگاه آزاد سبزوار | ||
2گروه زبان وادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری | ||
3دانشگاه آزاد سبزوار | ||
4دانشگاه قم .ایران | ||
چکیده [English] | ||
هدف اصلی این مطالعه بررسی ارتباط میان تفکر انتقادی مدرسان زبان، استقلال و تجربه ی تدریس آنها در بین معلمان انگلیسی به عنوان زبان خارجی (EFL) مدارس دولتی و اموزشگاه های زبان انگلیسی بود. علاوه بر این، تفاوت بین دو نوع محیط اصلی یادگیری زبان انگلیسی (دولتی و خصوصی) از نظر تفکر انتقادی مدرسان و استقلال آنها مورد بررسی قرار گرفت. انتخاب مدرسان زبان انگلیسی از دو شهر بزرگ استان خراسان رضوی و از میان مدرسان مدارس دولتی و مراکز آموزش زبان انگلیسی صورت پذیرفت. در وهله ی اول، بر اساس نتایج به دست آمده، تمامی عوامل فرعی تفکر انتقادی معلمان زبان شامل (تحلیل، ارزشیابی، استنتاج، استدلال استقرایی) به جز استدلال قیاسی، پیشبینیکننده مثبت و معنادار استقلال معلم بود. .علاوه بر این، تجربه ی مدرس یک پیشبینیکننده مثبت و معنادار استقلال در ایشان بود. علاوه بر این، از بین پنج عامل فرعی تفکر انتقادی مدرسان زبان انگلیسی، چهار عامل فرعی شامل تحلیل، استنتاج، استدلال استقرایی و استدلال قیاسی با تجربه ی معلم ارتباط داشتند. با این حال، تجربه ی مدرس متغیر ارزیابی را پیش بینی نکرد.همچنین نتایج همبستگی پیرسون نشان داد که تفکر انتقادی با خودمختاری با ارتباط مثبت و متوسط و با تجربه ارتباط مثبت اما ضعیف دارد. علاوه بر این، نتایج آزمون برای نمونههای مستقل نشان داد که بین دو زمحیط اموزشی مختلف در سطح خودمختاری تفاوت معناداری وجود دارد بدین صورت که مدرسان خصوصی زبان انگلیسی مستقلتر از مدرسان مراکز دولتی هستند. با این وجود، تفاوت معناداری بین دو نوع محیط آموزشی در تفکر انتقادی وجود نداشت. | ||
کلیدواژهها [English] | ||
استقلال, تفکر انتقادی, مدرسان زبان انگلیسی, تجربه حرفه ای | ||
مراجع | ||
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