quantitative research literacy among iranian efl teachers at different levels of education

Expected to take on the role of reflective practitioners, english language teaching (elt) practitioners engage in a critical and systematic analysis of the teaching practice through conducting research, and conducting systematic research is considered one of the significant attempts to implement reflectivity in the elt practice. however, 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. employing the questionnaire of quantitative research literacy (qrl; zaker & nosratinia, 2021), the data were collected from 717 efl teachers from b.a., m.a., and ph.d. categories. employing the non-parametric welch’s anova test and the games-howell post-hoc procedure indicated that ph.d. level participants had a significantly higher average score on qrl, compared to m.a. level and b.a. level participants. further, inspecting the data through running another welch’s anova followed by the games-howell post-hoc procedure indicated that developing the research topic knowledge is the area in which the participants demonstrated the highest level of ability, whereas data analysis knowledge turned out to be the area in which the participants demonstrated the weakest level of knowledge. this study concludes with a discussion on the findings and offering some recommendations for boosting qrl aspects in teacher training programs.