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

: This study investigated the relationship between Iranian EFL teachersʹ 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 teachers were selected according to convenience sampling from different language institutes in Mashhad. They were requested to complete the ʹWatson-Glaserʹs Critical Thinking Appraisalʹ and the ʹTeacher Self-Regulation Scaleʹ anonymously. The findings yielded via correlation supported the theoretical expectation of a linkage between self-regulation and critical thinking. Subsequent data analyses indicated that among the components of critical thinking, ʹevaluation of argumentsʹ and ʹinterpretationʹ have the highest correlations with teachersʹ self-regulation. In addition, significant correlations were found between teachersʹ self- regulation, their teaching experience, and their age. The conclusions and implications of the research are further discussed with reference to earlier findings.