Language and Translation Studies (LTS)

Abstract The quality of reading skills largely depends on the application of critical thinking when reading texts. Despite extensive research on critical thinking within the field of ELT, the literature indicates that reading researchers mostly rely on general critical thinking scales, lacking a domain-specific tool for critical thinking in reading. This study aims to design and validate a multidimensional, self-report psychometric instrument to assess critical thinking in reading among ELT students. Utilizing an interactive reading framework and insights from semi-structured interviews, a hypothetical model of critical thinking was proposed, comprising seven components, leading to the creation of a 41-item scale. Analysis results confirmed that the newly developed scale is a comprehensive measure for assessing critical thinking skills in academic reading among ELT students.

Abstract This study was conducted to develop the Persian version of the professional ethics code and validate the scale for university instructors, considering the perspectives of professors from various academic disciplines. First, the Persian translation of the code was prepared. Then, the written and oral feedback from professors at several universities was analyzed during the qualitative phase. Next, the Persian version of the code, encompassing four components—commitment to students, commitment to the profession, commitment to the organization and commitment to society—was presented in the form of 54 propositions. In the quantitative phase, a 7-category scale for measuring professional ethics was prepared based on the code and was given to 200 university professors. The content validity and one-dimensionality of the scale were assessed. Consequently, 6 items were removed and the number of categories was reduced to five. Finally, the scale was refined to 48 items, using a 5-point Likert format.

Abstract
This study aimed at developing and validating a questionnaire for measuring Iranian English teacher competencies. Upon the survey of the literature, three constructs, and 42 sub-constructs were identified, and after examining the content validation by a group of expert panelists, the final questionnaire was developed with 36 su-bconstructs. Its reliability was then assured via test-retest method (r= 0.91), and split-half method (α= 0.92). The final questionnaire was filled out by an available sample of 305 graduates of English language. The data were gathered and both exploratory and confirmatory factor analyses were done. The results of the exploratory factor analysis indicated that only three factors of knowledge, skills, and attitudes can be extracted from the questionnaire. Moreover, the results of the confirmatory factor analysis showed that all regression and correlation coefficients among underlying latent variables were standard ones and the suggested model had acceptable goodness of fit index. Therefore, it is suggested that the proposed model of teacher competencies in the questionnaire is supported by both types of factor analyses.