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Published

2023-10-10

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Vol. 8 No. 3 (2023)

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Research Articles

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How to Cite

Khatami, M., Lai, W., He, D., & Haji-Othman, N. A. (2023). Examining the relationship between teachers’ creativity and students’ critical thinking in the context of EFL learning in Iran. Environment and Social Psychology, 8(3). https://doi.org/10.54517/esp.v8i3.2004

Examining the relationship between teachers’ creativity and students’ critical thinking in the context of EFL learning in Iran

Mojtaba Khatami

Faculty of Arts and Social Sciences, Universiti Brunei Darussalam, Bandar Seri Begawan

Wenjie Lai

Faculty of Arts and Social Sciences, Universiti Brunei Darussalam, Bandar Seri Begawan

Deyuan He

Faculty of Arts and Social Sciences, Universiti Brunei Darussalam, Bandar Seri Begawan

Noor Azam Haji-Othman

College of Foreign Languages and International Education, Quzhou University


DOI: https://doi.org/10.54517/esp.v8i3.2004


Keywords: critical thinking, teachers’ creativity, Iranian English as a foreign language learners

Abstract

This paper pretends to investigate the effectiveness of distance education during the COVID-19 pandemic time. Its objective was to analyze variables that impacted the results of emergency distance education, the challenges that arise for teacher training and comprehensive and inclusive education during and after pandemic periods. It corresponds to a documentary investigation, uses qualitative content analysis, and is framed in a stage of initial results on peer-reviewed academic articles from the Web of Science and websites of institutions relevant to the topic studied. The total sample was 70 articles. The results identify variables mostly studied in the scientific literature that affected distance learning, related to socio-emotional, motivational, self-regulation and executive skills of the students, along with those coming from particular family and social contexts and the organization of schools. It is expected that the conclusions will contribute to educational policy decisions on teacher training and intersectoral actions to face future emergencies that involve school closures and constitute a set of evidence of the main barriers and facilitators of educational work in a period of health emergency available to the educational community, useful for the design of improvements in educational quality for the diversity of students in different scenarios.

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