PhD teachers show significantly higher awareness than MA teachers of incorporating dialogue and learners' real life into second language instruction¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i1 small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On Factor 1 (incorporating dialogue and learners' real life), PhD teachers (M = 5.05) significantly outscored MA teachers (M = 4.69), while BA and MA did not differ. → Mahmoodarabi 2015

Evidence¶

Mahmoodarabi 2015¶

Mahmoodarabi, M., & Khodabakhsh, M. R. (2015). Critical Pedagogy: EFL Teachers' Views, Experience and Academic Degrees. English Language Teaching, 8(6). https://doi.org/10.5539/elt.v8n6p100

q3 · i1 · associational · r2

Between-subjects ANOVA on Factor 1 among the 403 validated respondents. Descriptives showed PhD teachers (M = 5.05) highest, followed by BA (M = 4.71) and MA (M = 4.69); Scheffe tests found the PhD–MA difference significant (MD = .36, P < .05).

"Based on the results displayed in Table 3 (F (2, 400) = 3.71, P < .05, Partial η2 = .016 representing a weak effect size), it can be concluded that there were significant differences between the BA, MA and PhD teachers' awareness of the first factor of critical pedagogy."

Discussion¶

Related Claims¶

• Teaching experience is significantly and positively related to Iranian EFL teachers' awareness of all four critical pedagogy factors — related
• BA, MA and PhD teachers do not differ significantly in awareness of a critical approach to EFL classroom content — related
• PhD teachers show significantly higher awareness than BA teachers of decision making through negotiation — related
• Iranian EFL teachers' awareness of critical pedagogy differs significantly across academic degrees, with PhD holders most aware — a broader claim this one bears on
• PhD teachers show significantly higher awareness than both MA and BA teachers of liberatory autonomy — related