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Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking

It is well-acknowledged that teachers play a significant role in enhancing student learning and that investigating teachers’ cognitions about teaching is a first and important step to understanding the phenomenon. Although much research into teachers’ cognitions about grammar teaching has been condu...

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Autores principales: Zhang, Lawrence Jun, Sun, Qiang
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9251514/
https://www.ncbi.nlm.nih.gov/pubmed/35795446
http://dx.doi.org/10.3389/fpsyg.2022.880408
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author Zhang, Lawrence Jun
Sun, Qiang
author_facet Zhang, Lawrence Jun
Sun, Qiang
author_sort Zhang, Lawrence Jun
collection PubMed
description It is well-acknowledged that teachers play a significant role in enhancing student learning and that investigating teachers’ cognitions about teaching is a first and important step to understanding the phenomenon. Although much research into teachers’ cognitions about grammar teaching has been conducted in various socio-cultural contexts, little has been reported on cognitions of Chinese teachers of English as a foreign language (EFL) so far. Such understanding is of primary importance to student success in language learning given the sociocultural context where grammar takes a lion’s share in high-stakes examinations. In order to address this research gap, we developed and validated the Chinese EFL Teachers’ Cognitions about Grammar Teaching Questionnaire (TCAGTQ). Two subsamples (n1 = 314, n2 = 215) were randomly invited to respond to the TCAGTQ and the data were then subjected to exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to test the validity and reliability of the instrument. The EFA excluded eight items from the TCAGTQ and generated six factors with 27 items. The CFA result from the other subsample supported a six-factor model with a good model fit. Moderate correlations between the six factors also supported the predictive validity of the questionnaire, showing that the TCAGTQ is a valid and reliable inventory for measuring Chinese university EFL teachers’ cognitions about grammar teaching. Our findings suggest that the TCAGTQ can be used as a useful tool for teachers to self-assess their professional practice for improving teaching.
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spelling pubmed-92515142022-07-05 Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking Zhang, Lawrence Jun Sun, Qiang Front Psychol Psychology It is well-acknowledged that teachers play a significant role in enhancing student learning and that investigating teachers’ cognitions about teaching is a first and important step to understanding the phenomenon. Although much research into teachers’ cognitions about grammar teaching has been conducted in various socio-cultural contexts, little has been reported on cognitions of Chinese teachers of English as a foreign language (EFL) so far. Such understanding is of primary importance to student success in language learning given the sociocultural context where grammar takes a lion’s share in high-stakes examinations. In order to address this research gap, we developed and validated the Chinese EFL Teachers’ Cognitions about Grammar Teaching Questionnaire (TCAGTQ). Two subsamples (n1 = 314, n2 = 215) were randomly invited to respond to the TCAGTQ and the data were then subjected to exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to test the validity and reliability of the instrument. The EFA excluded eight items from the TCAGTQ and generated six factors with 27 items. The CFA result from the other subsample supported a six-factor model with a good model fit. Moderate correlations between the six factors also supported the predictive validity of the questionnaire, showing that the TCAGTQ is a valid and reliable inventory for measuring Chinese university EFL teachers’ cognitions about grammar teaching. Our findings suggest that the TCAGTQ can be used as a useful tool for teachers to self-assess their professional practice for improving teaching. Frontiers Media S.A. 2022-06-20 /pmc/articles/PMC9251514/ /pubmed/35795446 http://dx.doi.org/10.3389/fpsyg.2022.880408 Text en Copyright © 2022 Zhang and Sun. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Zhang, Lawrence Jun
Sun, Qiang
Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking
title Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking
title_full Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking
title_fullStr Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking
title_full_unstemmed Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking
title_short Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking
title_sort developing and validating the english teachers’ cognitions about grammar teaching questionnaire (tcagtq) to uncover teacher thinking
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9251514/
https://www.ncbi.nlm.nih.gov/pubmed/35795446
http://dx.doi.org/10.3389/fpsyg.2022.880408
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