Page 49 - Getting of the fence

Table 2.8 t-test values of variables gender and level of education
Gender
Education
Approach
Text Male
Female Context Male
Female Reader Male
Female Language Male
M SD Sig.
4.03 1.20 0.42
4.19 1.05
3.70 1.04 0.25 2 3.48 1.07
3.89 1.13 0.43 4.04 1.10
3.51 0.96 0.95 3.50 1.07
4.16 1.04 0.86 4.18 1.13
3.57 1.06 0.73 3.51 1.10
4.12 1.06 0.13 3.85 1.14
3.55 1.04 0.95 3.54 1.10
Female Text Higher
Professional University
Context Higher Professional University
Reader Higher Professional University
Language Higher Professional University
Exploring EFL literature approaches
t-test, two-tailed
Table 2.8 shows that no significant results were found for gender or for level of education. This means that there are no significant differences between the way male and female EFL teachers approach literature. Similarly, there are no significant differences between teachers who received their teacher training at an institute for Higher Professional Education or at a university.
The results of a Pearson’s correlation analysis of the variables age and years of teaching experience are presented in Table 2.9.
Table 2.9 Correlations between age and years of teaching experience and literature approaches
Text approach Context approach Reader approach Language approach
*p< .05; ** p< .01
Age Years of teaching experience -.02 -.01
.18* .07 .09 .08 -.04 -.03
The results show only one significant weak correlation between age and the Context approach (r = .18, p < .05); older teachers seem to spend slightly more time on this approach than younger teachers. We did not find a significant correlation between the way literature is approached and the number of years of teaching experience.
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