The relationship between novice and experienced EFL teachers’ critical thinking ability and their successful teaching

2017 IJRSLL – Volume 6 Issue 2


Beizaee, Anahita*
Islamic Azad University Science & Research Branch, Neyshabur, Iran (

Akbari, Omid
Imam Reza International University, Mashhad, Iran (


The root of critical thinking is so ancient and refers back to the 2,500 years ago. It was the importance of asking deep questions that needs thinking before we accept ideas. The idea has motivated the educators to examine the role of it in teaching profession. The purpose of this study was to investigate the relationship between the critical thinking ability of EFL teachers and their successful teaching. One hundred intermediate students learning English were subjects of this study. They were common among the teachers. Also, fifty males and females teachers of these students from Jahad-e- daneshgahi, Alefba, and Marefat language school were selected. As the first step, teachers were given Watson-Glaser critical thinking questionnaire to fill on their free time. It was comprised of 80 items. Afterward, their students were given Successful Iranian EFL Teachers Questionnaire which is designed by Moafian and Pishghadam (2009). To fulfill the objectives, some statistical techniques such as Pearson correlation coefficient between the variables, ANOVA and regression were conducted. The result of the analyses related to the scores obtained from these two tests showed that there was no significant relationship between critical thinking ability of teachers and their successful teaching. But it revealed that as the age and experience of teachers increase their thinking ability increases too. The aim of the researcher was to focus more on critical thinking skill and application of that in the field of the teaching profession to help teachers to be more successful.

Keywords: critical thinking; successful teaching; novice teacher; experienced teacher



*Corresponding Author