The Impact of Implementing Critical Appraisal on EFL Teachers' Quantitative Research Literacy

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  • Alireza Zaker1,
  • Mania Nosratinia*2,
  • Parviz Birjandi3,
  • Massood Yazdanimoghaddam4,
  1. Ph.D. Candidate, English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran
  2. Assistant Professor, English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran
  3. Professor, English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran
  4. Assistant Professor, English Department, Garmsar Branch, Islamic Azad University, Garmsar, Iran

Revised: 2019-09-19

Accepted: 2019-09-19

Published in Issue 2019-04-01

How to Cite

Zaker, A., Nosratinia, M., Birjandi, P., & Yazdanimoghaddam, M. (2019). The Impact of Implementing Critical Appraisal on EFL Teachers’ Quantitative Research Literacy. Journal of Language and Translation, 9(2), 141-155. https://oiccpress.com/ttlt/article/view/15689

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Abstract

This study was an attempt to scrutinize the impact of the Critical Appraisal of Published Research (CAPR) in undergraduate teacher training programs on EFL teachers’ Quantitative Research Literacy (QRL). To meet this objective, 30 male and female ELT teachers were non-randomly selected and randomly assigned to two groups. In two research classes, the experimental group received the CAPR, whereas the control group received conventional teacher-centered instruction with summative assessment. The QRL questionnaire was employed as the pretest and posttest. After ensuring the pre-treatment homogeneity of the participants in terms of QRL, analyzing the post-treatment data through running an independent-samples t-test indicated that there was a significant difference in post-treatment QRL scores between the participants in the experimental group and the control group. In other words, the CAPR had a significantly better impact on EFL teachers’ QRL.
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