An Investigation into the Relationship Between Self-Regulation and Critical Thinking Among Iranian EFL Teachers

Abstract

This study investigated the relationship between Iranian EFL teachers' self-regulation and their critical thinking ability in language institutes. Furthermore, the role played by their length of teaching experience in their self-regulation and the relationship between their age and self-regulation were examined. To this end, 92 EFL teacherswere selected according to convenience sampling from different language institutes in Mashhad. They were requested to complete the 'Watson-Glaser's Critical Thinking Appraisal' and the 'Teacher Self-Regulation Scale' anonymously. The findings yielded via correlation supported the theoretical expectation of a linkage betweenself-regulation and critical thinking. Subsequent data analyses indicated that among the components of critical thinking, 'evaluation of arguments' and 'interpretation' have the highest correlations with teachers' self-regulation. In addition, significant correlations were found between teachers' self- regulation, their teaching experience, and their age. The conclusions and implications of the research are further discussed with reference to earlier findings.

Keywords

• critical thinking
• self-regulation
• efl teachers
• teaching experience
• age