design and validation of a model and questionnaire to assess quantitative research literacy

There is a general consent that undertaking a systematic, context-based, and well-designed applied english language teaching (elt) research can make a significant contribution to elt practitioners’ existing understanding of elt and the development of pedagogical techniques. nonetheless, simultaneous with the emergence of numerous new concerns and techniques in carrying out research in elt contexts, conducting elt research has turned into a multi-dimensional process, and elt researchers seem to require advanced research skills in order to address different pedagogical issues. reflecting upon the implementation of applied research in the elt domain, both qualitative and quantitative approaches are believed to have their own advantages and disadvantages. focusing on quantitative research, the present study was undertaken to develop and validate a quantitative research literacy (qrl) instrument for the english as a foreign language (efl) teacher training context. to this objective, a four-component model of qrl, encompassing developing research topic knowledge, research design knowledge, procedural knowledge, and data analysis knowledge was developed based on experts’ opinions and an extensive review of the related literature. testing of the tentative model through exploratory and confirmatory data analyses on a sample of 1180 efl teachers across three education levels indicated that a 4-factor model of qrl with 9 sub-factors and 50 items could best explain qrl.

Design and Validation of a Model and Questionnaire to Assess Quantitative Research Literacy

There is a general consent that undertaking a systematic, context-based, and well-designed applied English language teaching (ELT) research can make a significant contribution to ELT practitioners’ existing understanding of ELT and the development of pedagogical techniques. Nonetheless, simultaneous with the emergence of numerous new concerns and techniques in carrying out research in ELT contexts, conducting ELT research has turned into a multi-dimensional process, and ELT researchers seem to require advanced research skills in order to address different pedagogical issues. Reflecting upon the implementation of applied research in the ELT domain, both qualitative and quantitative approaches are believed to have their own advantages and disadvantages. Focusing on quantitative research, the present study was undertaken to develop and validate a quantitative research literacy (QRL) instrument for the English as a foreign language (EFL) teacher training context. To this objective, a four-component model of QRL, encompassing developing research topic knowledge, research design knowledge, procedural knowledge, and data analysis knowledge was developed based on experts’ opinions and an extensive review of the related literature. Testing of the tentative model through exploratory and confirmatory data analyses on a sample of 1180 EFL teachers across three education levels indicated that a 4-factor model of QRL with 9 sub-factors and 50 items could best explain QRL.