approaches, and these results are compared to the special training each respondent has
received in order find out whether this has had any influence on their teaching
practices, overall.
3.1.1.1 The respondents’ answers
This section is structured in relation to the structuring of the questionnaire and
presents the distribution of the respondents’ answers to each particular question. In
order to facilitate comprehension, percentages and, sometimes, graphs are employed.
Moreover, the actual numbers of the people who answered each particular question
are appended in a tabular form (see appendix IV, pp 110-131) and the reader is guided
to the corresponding table for further reference each time a finding is discussed.
3.1.1.1.1 Personal details (answers to questions 1-10)
The questionnaire was mailed to seventy-two teachers, out of which thirtyseven replied (51%). Of these, 32 were women and 5 men (see appendix IV, p. 110,
table 1). The age distribution of respondents is shown in Figure 1 below (see appendix
IV, p. 110, table 2).
Age distribution of respondents
41-45
11%
36-40
35%
46-50
5%
26-30
19%
31-35
30%
Figure 1. Age distribution of respondents
As it is shown in figure 1, almost all teachers are of a young age, with 84% of
them being under forty years. This can be explained by the fact that the teaching of
English in primary education has a rather recent history, as the first teachers were
appointed in primary schools in 1993. With the exception of one case, the
respondents’ year of graduation ranges between the years 1982 and 2003 (for a
detailed account see appendix IV, p. 110, table 4). Concerning the institute of
graduation, the Aristotle University of Thessaloniki (AUTH) is mentioned by 33
respondents, while there are two teachers who graduated from the Kapodistrian
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