Predicting Critical Thinking Tendencies of University EFL teachers through Problem-solving Skills: Differences in Gender and Teaching Experience

Articles in Press

Document Type : Research Paper

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English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

Abstract

This study aimed, firstly, to examine the relationship between university EFL teachers’ critical thinking tendencies and their problem-solving skills, and secondly, to explore the prediction of university EFL teachers’ critical thinking tendencies by problem-solving skills, gender, and teaching experience. The study was designed in correlational survey method. In total, 70 university EFL teachers (35 males and 35 females), from Azad and Payame Noor universities located in Isfahan and Ilam provinces teaching undergraduate students majoring in English, participated in this research. Data were collected via the California Critical Thinking Disposition Inventory and the Problem Solving Inventory. The collected data were analyzed using descriptive statistics, Pearson Product-Moment Correlation Coefficient, and stepwise regression analysis. The relationship between critical thinking tendencies and problem-solving skills was investigated through Pearson Product Moments Correlation Coefficient, and stepwise regression analysis was run to determine whether university EFL teachers' problem-solving skills, gender, and teaching experience can significantly predict their critical thinking tendencies. The findings indicated that there was a positive, moderate, and significant relationship between university EFL teachers' problem-solving skills and their critical thinking tendencies, while there was no significant difference according to gender.

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Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 10 January 2025

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