Using CRT-Based Workshops to Develop EFL Teachers’ Language Teaching and Language Testing Skills
Mohammad Al-Hadi, T., Hamed Jahin, J. (2014). Using CRT-Based Workshops to Develop EFL Teachers’ Language Teaching and Language Testing Skills. EKB Journal Management System, 206(206), 1-44. doi: 10.21608/mjat.2014.103739
Taher Mohammad Al-Hadi; Jamal Hamed Jahin. "Using CRT-Based Workshops to Develop EFL Teachers’ Language Teaching and Language Testing Skills". EKB Journal Management System, 206, 206, 2014, 1-44. doi: 10.21608/mjat.2014.103739
Mohammad Al-Hadi, T., Hamed Jahin, J. (2014). 'Using CRT-Based Workshops to Develop EFL Teachers’ Language Teaching and Language Testing Skills', EKB Journal Management System, 206(206), pp. 1-44. doi: 10.21608/mjat.2014.103739
Mohammad Al-Hadi, T., Hamed Jahin, J. Using CRT-Based Workshops to Develop EFL Teachers’ Language Teaching and Language Testing Skills. EKB Journal Management System, 2014; 206(206): 1-44. doi: 10.21608/mjat.2014.103739

Using CRT-Based Workshops to Develop EFL Teachers’ Language Teaching and Language Testing Skills

مجلة دراسات في المناهج وطرق التدريس
Article 4, Volume 206, Issue 206, December 2014, Page 1-44  XML PDF (924.19 K)
Document Type: المقالة الأصلية
DOI: 10.21608/mjat.2014.103739
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Authors
Taher Mohammad Al-Hadi1; Jamal Hamed Jahin2
1Faculty of Education, Ismalia Suez Canal University, Egypt
2Educational Research & Development, Egypt
Abstract
Abstract
This study aimed to assess the impact of critical reflective thinking (CRT)-based workshops in developing EFL teachers’ teaching and language testing skills. Subsidiary aims of the study include: ascertaining EFL teachers’ perceptions of their own teaching and language testing skills both before and after CRT-based workshops. The study made use of both the interpretive constructivist mode of inquiry and the quasi-experimental research design. Data were collected using three instruments: (1) Teacher Self-Appraisal Form; (2) Language Tests Checklist; and (3) Semi-structured Focus-group Interviews. Participants were 12 EFL university teachers working in the English department at College of Arts, King Khalid University, Saudi Arabia. They belonged to a variety of academic, social and cultural backgrounds. The CRT-based workshops addressed three components: cooperative learning, thinking maps and language testing. Analysis of data indicated a positive impact of the CRT-based workshops on developing trainee teachers’ perceptions of their own teaching and language testing skills. Findings also indicated a positive impact of the CRT-based workshops on developing trainee teachers’ language testing and language test-items development skills. Findings of the study were discussed and a set of implications and recommendations were highlighted. 
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Keywords
Keywords: Critical-reflective thinking (CRT); language teaching skills; language testing skills
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