The Effect of Explicit Strategy Training on EFL Learners’ Attitudes about Critical Thinking and Factors Affecting Its Successful Implementation
الموضوعات :
Parisa Bazaei
1
,
Bahram Mowlaie
2
,
Massood Yazdani Moghaddam
3
1 - Department of English Teaching, Kish International Branch, Azad University, Kish Island, Iran
2 - Department of Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Department of English Teaching, Garmsar Branch, Islamic Azad University, Garmsar, Iran
الکلمات المفتاحية: Critical Thinking, EFL learners' attitudes, Strategy Training,
ملخص المقالة :
This study investigates the effect of strategy training on EFL learners’ attitudes regarding the concept and applicability of critical thinking in an educational context. To achieve this goal,80 EFL learners were selected using convenience sampling and homogenized based on the Oxford Placement Test.They completed a questionnaire adapted from Stupple et al.(2017) to assess their attitudes toward critical thinking,which served as the pre-test. Subsequently,the participants were divided into experimental and control groups.The experimental group underwent strategy training over10 sessions,during which various strategies were explained, and participants practiced using them to solve problems and exchange feedback.Additionally,they discussed the applicability and challenges associated with critical thinking in an educational context.The control group received mainstream instruction.After the treatment,both groups completed the same critical thinking questionnaire as the posttest.Furthermore,qualitative interviews were conducted with participants from the experimental group to gain an in-depth understanding. The data analysis revealed significant changes in the attitudes of the experimental group.Overall,this study follows a quasi-experimental explanatory sequential mixed-method design “In nature,the data analysis showed that,in general,the attitudes of the experimental group had changed significantly in the post-test compared to the control group.However,there was no significant difference in the attitude of the experimental and control groups regarding the applicability of strategy training for improving critical thinking and their ability to deploy critical thinking effectively.The results of the interviews and the comment section showed that teachers’ theoretical knowledge and willingness,EFL learners’ preparedness, and educational factors play important roles in the successful implementation of strategy training for developing critical thinking among EFL learners.”
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