Abstract This study investigated the relationship between English teachers’ epistemological beliefs and moral dilemma. In doing so, 70 English teachers were selected from different language institutes and were included in the research sample. The instruments used to collect the data included the Schommer Epistemological Questionnaire (SEQ) and the Defining Issues Test (DIT). The collected data were analyzed using Pearson Product Moment Correlation method and descriptive statistics in SPSS software. The findings revealed that the participants believed that knowledge improves with experience over time, and that there was also an innate ability to acquire knowledge. They also displayed conflicting views about the simplicity/complexity of knowledge. The analysis of different stages of moral development in the views of the English teachers showed an ascending trend in the moral development from stage 2 (the focus on personal interests) through stage 6 (appeal to intuitive moral principles/ideals). Besides, significant differences were found among different stages of moral development as assessed by the EFL teachers and also in terms of the impact of different moral reasoning schemas on the participants when making judgments about different moral dilemmas.

中文翻译：

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EFL教师的道德困境和认知信念

摘要研究了英语教师的认识论信念与道德困境的关系。为此，从不同的语言学院中选出了70名英语教师，并将他们纳入研究样本。用于收集数据的工具包括Schommer认识论问卷（SEQ）和定义问题测试（DIT）。使用Pearson乘积矩相关方法和SPSS软件中的描述性统计数据分析收集的数据。调查结果表明，参与者相信知识会随着时间的推移而提高，并且还具有与生俱来的获取知识的能力。他们还就知识的简单性/复杂性显示了相互矛盾的观点。在英语教师看来，对道德发展的不同阶段的分析表明，从第二阶段（注重个人兴趣）到第六阶段（呼吁直观的道德原则/理想），道德发展呈上升趋势。此外，在EFL教师评估的道德发展的不同阶段之间，以及在对不同的道德困境做出判断时，不同的道德推理模式对参与者的影响方面也存在显着差异。