ArticleFrontiers in psychology2022
Developing and Validating the English Teachers' Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
7 citing papers in PubMed.
- Investigating university English as a foreign language instructors' implementations in teaching integral listening with speaking.PloS one · 2025Article
- Article
- Exploring native and non-native English speaker teachers' perceptions of English teacher qualities and their students' responses.Frontiers in psychology · 2023Article
- Unpacking language teacher beliefs, agency, and resilience in the complex, unprecedented time: A mixed-method study.Frontiers in psychology · 2022Article
- Editorial: Language teacher psychology: New perspectives in multilingual contexts.Frontiers in psychology · 2022Article
- Dialects, motivation, and English proficiency: Empirical evidence from China.Frontiers in psychology · 2022Article
- Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers' beliefs and practices.Frontiers in psychology · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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 (
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.