10.30495/jntell.2023.702876

Effects of Clinical Supervision on EFLTeachers’ Critical Thinking Disposition andLearners’ Overall Language Achievement

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  • Nasim Mehrabian1,
  • Hadi Salehi*1,
  • Omid Tabatabaei1,
  • Hossein Vahid Dastjerdi1,
  1. English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

Revised: 2023-02-11

Accepted: 2023-06-20

Published in Issue 2023-09-01

Copyright (c) 2024 Journal of New Trends in English Language Learning (JNTELL)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Mehrabian, N., Salehi, H., Tabatabaei, O., & Vahid Dastjerdi, H. (2023). Effects of Clinical Supervision on EFLTeachers’ Critical Thinking Disposition andLearners’ Overall Language Achievement. Journal of New Trends in English Language Learning (JNTELL), 2(3), 55-77. https://doi.org/10.30495/jntell.2023.702876
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Abstract

Although research on clinical supervision and teachers’ critical thinking has been separately carried out by many scholars, their
integration in a unified study has been demanding, particularly in an English as a Foreign Language (EFL) context. Investigation
of learners’ language achievement affected by doing clinical supervision appears to have been taken for granted. The present
study was an attempt to figure out the effects of the clinical supervision model proposed by Gall and Acheson (2011) on EFL
teachers’ critical thinking disposition and learners’ overall language achievement. The present study constituted two sets of
participants: 60 teachers and 66 learners selected through convenience sampling and were divided into two groups namely
experimental. Clinical supervision was conducted for the experimental group teachers within three cycles of planning conference,
classroom observation, and feedback conference. Those learners whose teachers took part in the clinical supervision constituted
the experimental group while the remaining were the control group whose teachers were not provided with any teacher education
program. Data were collected through the Critical Thinking Disposition Scale and learners’ pre-and post-tests. By running oneway analysis of variance (one-way ANOVA) and independent samples t-tests, clinical supervision was significantly effective
regarding EFL teachers’ critical thinking disposition and resulted in the learners’ significant improvement as well. Findings
demand the practice of clinical supervision as an effective and awareness-raising teacher education program to help teachers
reflect upon their strengths and weaknesses and self-regulate their teaching practicum.

Keywords

  • Clinical supervision,
  • Learners’ overall language achievement,
  • Critical thinking,
  • Teacher education
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