An Investigation Into the Relationship Between Selfregulation and Critical Thinking Among Iranian Efl Teachers

This study investigated the relationship between iranian efl teachers' self-regulation and their criticalthinking ability in language institutes. furthermore, the role played by their length of teaching experience in theirself-regulation and the relationship between their age and self-regulation were examined. to this end, 92 eflreachers were selected according to convenience sampling from different language institutes in mashhad. they wererequested to complete the 'watson-glaser's critical thinking appraisal' and the 'teacher self-regulation scale'anonymously. the findings yielded via correlation supported the theoretical expectation of a linkage between selfregulationand critical tbinking. subsequent data analyses indicated tbat among the components of critical thinking,'evaluation of arguments' and 'interpretation' have the bighest correlations with teachers' self-regulation. in addition,significant correlations were found between teachers' self- regulation, their teaching experience, and their age. theconclusions and implications of the research are further discussed with reference to earlier findings.