Shokpour Nasrin, Eslampanah Neda, Asadi Vahid, O'Neill Shirley, Dann Christopher, Wang Jenny
Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran.
Freelance.
J Adv Med Educ Prof. 2024 Oct 1;12(4):261-271. doi: 10.30476/jamp.2024.103180.1995. eCollection 2024 Oct.
This study investigated Iranian, English as a foreign language (EFL) teachers' attitudes toward reflective teaching compared with their classroom assessment preferences and up-take of strategy-based instruction. It compared their views in the two key higher education provider contexts of the university and institute.
In this cross-sectional correlational study, a total of 90 teachers, half drawn from each university in a major city in Iran, were selected using controlled quota sampling. Data were collected through a four-part survey. Besides gathering demographic data (Part A), the survey drew upon three established instruments that used a Likert Scale format. Part B comprised the questionnaire, and Part C focused on the Preferences Survey Questionnaire for Language Teachers. Also, part D administered the . The reliability of this and the CAPSQ-LT was confirmed by the researchers using Cronbach's alpha at 0.842 and 0.951, respectively. A total of 90 questionnaires were distributed, with 72 fully completed (80%) and returned. the Statistical Package for Social Sciences (SPSS) was employed to analyze the data, using the independent sample -test and ANOVA. Also, Pearson product-moment correlations were used to measure the association between the variables. A p-value less than 0.05 was considered as significant.
As shown in findings, a statistically significant and positive correlation was found between the teachers' reflective teaching scores and classroom assessment preference scores (r=0.473, p0=.001). This correlation was moderately high and positive, thus supporting that higher teacher reflective practices reflect a broader application of classroom assessment. The Table also shows that there was no significant correlation between the teachers' attitudes toward reflective teaching and their uptake of strategy-based instruction (r=0.094; p=0.434). Similarly, there was no statistically significant correlation between the teachers' attitudes toward classroom assessment preferences and their beliefs about strategy-based instruction (r=0.038, p=0.752). As shown, no statistically significant difference was observed between the teachers' attitudes toward reflective teaching and their uptake of strategy-based instruction (p<0.05).
This study draws attention to the need for teachers in EFL contexts, such as this, to have access to professional development opportunities that deeply engage and guide them to be reflective practitioners who can make the connections between assessment techniques, strategy-based instruction, and students' improved language learning outcomes.
本研究调查了伊朗的英语作为外语（EFL）教师对反思性教学的态度，并将其与他们的课堂评估偏好以及基于策略的教学的采用情况进行了比较。研究比较了他们在大学和学院这两个关键高等教育机构背景下的观点。
在这项横断面相关性研究中，采用控制配额抽样从伊朗一个大城市的每所大学中选取了总共90名教师，每组各半。通过一份由四部分组成的调查问卷收集数据。除了收集人口统计学数据（A部分）外，该调查问卷还采用了三种既定的使用李克特量表格式的工具。B部分包括问卷，C部分重点关注语言教师偏好调查问卷。此外，D部分进行了[此处原文缺失相关内容]。研究人员分别使用Cronbach's alpha系数0.842和0.951证实了该问卷和CAPSQ-LT的信度。总共发放了90份问卷，其中72份完全填写完毕（80%）并回收。使用社会科学统计软件包（SPSS）对数据进行分析，采用独立样本t检验和方差分析。此外，使用皮尔逊积差相关来测量变量之间的关联。p值小于0.05被视为具有统计学意义。
研究结果表明，教师的反思性教学得分与课堂评估偏好得分之间存在统计学上显著的正相关（r = 0.473，p = 0.001）。这种相关性中等偏高且为正相关，因此支持了更高的教师反思性实践反映了课堂评估的更广泛应用这一观点。表格还显示，教师对反思性教学的态度与他们对基于策略的教学的采用情况之间没有显著相关性（r = 0.094；p = 0.434）。同样，教师对课堂评估偏好的态度与他们对基于策略的教学的信念之间也没有统计学上的显著相关性（r = 0.038，p = 0.752）。如图所示，教师对反思性教学的态度与他们对基于策略的教学的采用情况之间没有观察到统计学上的显著差异（p < 0.05）。
本研究提请人们注意，在这样的英语作为外语的环境中，教师需要有机会参与专业发展活动，这些活动能够深入吸引并引导他们成为反思性实践者，使他们能够在评估技术、基于策略的教学和学生语言学习成果的提高之间建立联系。
