خلاصة:
This study was an attempt to examine the extent of relationship between EFL teachers’ emotional intelligence, critical thinking, and reflectivity and their language learning and teaching beliefs or viewpoints. It investigated how well each of the said variables can predict EFL teachers’ language learning beliefs and its respective levels. To this end, four respective questionnaires were given to 130 EFL teachers, and the elicited data were analyzed by means of the correlational and multiple/multivariate regression analyses. Consequently, the results of the study revealed that 18% of teachers’ beliefs was significantly explained by the triplex unity of the variables. Critical thinking and emotional intelligence had significant contributions of 25% and 19%, respectively. The collective contribution of the three variables were only significant to three of the five dependent levels, i.e. 8% to language nature, 17% to motivation and expectation, and 22% to learning and communication. Accordingly, some pedagogical implications were elucidated.
ملخص الجهاز:
Predictors of Iranian EFL Teachers’ Beliefs about Language Learning / Teaching: Critical Thinking, Reflectivity and Emotional Intelligence in Focus Mehdi Dehghayedi Ph. D.
Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran Abstract This study examined the relationship between EFL teachers’ emotional intelligence, critical thinking, and reflectivity and their language learning as well as teaching beliefs.
The present study addressed the following research questions: Q1: Is there any relationship between critical thinking skills of Iranian EFL teachers and their belief about language learning and teaching?
The reason behind such a choice is that the participants of the present study provided data on beliefs about language learning and teaching (the dependent variables) and the obtained scores were correlated with those of the major variable of the study, critical thinking skills, reflectivity, and emotional intelligence.
Normality of Belief Subcomponents as Five Dependent Variables After confirming the normality, another correlational analysis was conducted to indicate the connection between critical thinking, reflectivity, and emotional intelligence and each of the five subcomponents of teachers’ language learning viewpoints, i.
Correlation between Critical Thinking and Emotional Intelligence )VIew the image of this page) 130 130 130 130 130 130 As Table 4 shows, there are both significant and insignificant relationships among the variables; this might be regarded as a natural phenomenon since the crucial issue is the presence of a sort of relationship between each of the independent variables and the general dependent variable on the whole.