The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach

Tahereh Heydarnejad,Behzad Ghonsooly,Azar Hosseini Fatemi

doi:10.17323/jle.2021.11103

Tahereh Heydarnejad, Behzad Ghonsooly + Show 1 more

Open Access

https://doi.org/10.17323/jle.2021.11103

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Abstract

Teachers are world makers. They can change the thinking, attitudes, and lives of their students. Thus, it is essential to study the factors that foster teachers’ competency. Critical thinking, self- regulation, and teaching style are some of the factors influencing the effectiveness of teachers. In line with this argument, the present study delved into the possible impact of critical thinking abilities and self-regulatory strategies of English as a foreign language (EFL) teachers on their teaching style preferences. The possible influence of critical thinking abilities on teacher self- regulation was also studied. To do this, Watson-Glaser’s Critical Thinking Appraisal (Form 1), the Teacher Self-Regulation Scale (TSRS), and Grasha’s Teaching Style Inventory (TSI) were administered to 320 EFL teachers who were teaching at different private language institutions in Iran. A path analysis was utilized to ponder their causal relationships. The findings indicated that teachers with higher critical thinking abilities and self-regulatory skills tend to implement learner- centered styles (namely, Facilitator and Delegator) while teachers with lower critical thinking abilities and self-regulatory skills tend to do the opposite. Moreover, the significant effects of critical thinking on teacher self-regulation were determined. The implications of this study may open up new perspectives into successful pedagogy for policymakers, curriculum designers, and teachers.

Highlights

The era of technology and information uncovers new challenges every day, which calls for expanding novel approaches to achieve efficient teaching and instruction
The descriptive statistics of English as a foreign language (EFL) teachers’ teaching styles, self-regulation, and critical thinking are presented in the following table
This study was an attempt to contribute to the sparse knowledge on teaching style by investigating the relationship between critical thinking, self-regulation, and teaching style preferences among EFL teachers

Summary

Introduction

The era of technology and information uncovers new challenges every day, which calls for expanding novel approaches to achieve efficient teaching and instruction. These changing conditions push educational capabilities to cultivate Critical Thinking (CT) as a higher-order thinking skill. By helping teachers to cultivate CT, the educational system and society are sowing the seeds of a generation with better thinking capabilities. It is part of the priorities of a proper instruction to provide efficient room for the students to think deeply and share their thoughts with their peers. An indisputable definition of CT is proposed by The American Philosophical Association, which characterized CT as deliberate and self-regulatory decision making via verification, inquiry, appraisal, and inference (Giancarlo & Facione, 2001)

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