The Effect of Gender and Teaching Experience on Iranian ESP Instructors’ Teaching Styles
Sasan Baleghizadeh, Maryam Shakouri

This study was an attempt to investigate whether gender and teaching experience have predicting power in specifying teaching styles. To this end, 87 ESP (English for Specific Purposes) instructors, selected from different universities in Tehran, Iran, participated in the study. The participants filled in the Teaching Styles Inventory (version 3.0). An independent samples t-test analysis and a one-way ANOVA (analysis of variance) were used to evaluate the predicting power of gender and teaching experience in identifying ESP instructors’ teaching styles. The findings revealed that the relationship of teaching styles with teaching experience and gender is not statistically significant. The findings and their implications are widely discussed.

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