Abstract
|
Adopting a qualitative design, the present study investigated Iranian EFL teachers‘
attitudes toward critical thinking as well as its role in language teaching. To meet
these objectives, 36 EFL teachers were selected through purposeful sampling as the
participants of the study. For the purpose of the data collection, in-depth interviews,
focus group interviews, and teachers‘ narratives were utilized. To assure the
trustworthiness of the data, several measures have been taken. The lead author
conducted the in-depth as well as focus group interviews and elicited teachers‘
narratives. The interviews were conducted in Persian language and the whole
procedures were audiotaped. The data were transcribed verbatim and after member
checking the data with the participants, they were translated into English. The data
were analyzed through thematic analysis (Braun & Clarke, 2006). To assure inter
coder reliability, coding the data was done by the second and third authors
independently. The third and fourth authors were involved in finding the potential
themes and sub-themes. Finally, five themes of efficiency, intelligence, change,
success and initiation were generated as a result of the data analysis. The present
study revealed that the participants emphasized some fundamental building blocks
of critical thinking. The participant teachers also advocated critical thinking -
focused programs in teacher education as well as its application in language
teaching. The study has a number of implications for language pedagogy, teacher
education and policy makers.
|