Author/Authors :
Zaker, Alireza English Department - Science and Research Branch, Islamic Azad University, Tehran, Iran , Nosratinia, Mania English Department - Central Tehran Branch, Islamic Azad University, Tehran, Iran , Birjandi, Parviz English Department - Science and Research Branch, Islamic Azad University, Tehran, Iran , Yazdanimoghaddam, Massood English Department - Garmsar Branch, Islamic Azad University, Garmsar, Iran
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 ran-domly assigned to two groups. In two research classes, the experimental group received the CAPR, whe-reas 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 homo-geneity of the participants in terms of QRL, analyzing the post-treatment data through running an inde-pendent-samples t-test indicated that there was a significant difference in post-treatment QRL scores be-tween the participants in the experimental group and the control group. In other words, the CAPR had a significantly better impact on EFL teachers‟ QRL.
Keywords :
Teacher training , Research literacy , Quantitative research , Critical appraisal
