A Comparative Study of the Effect of Explicit and Implicit Pronunciation Instruction on Critical Thinking and Listening Comprehension of English Language Learners

الموضوعات : Journal of Studies in Learning and Teaching English

Mohammad Darijani ¹ , Mehry Haddad Narafshan ² , Leila Anjomshoa ³

1 - Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran

تاريخ الإرسال : 13 الجمعة , ذو القعدة, 1444 تاريخ التأكيد : 16 الثلاثاء , ذو الحجة, 1444 تاريخ الإصدار : 12 الخميس , ذو القعدة, 1444

الکلمات المفتاحية: critical thinking, implicit instruction, pronunciation instruction, Listening comprehension, explicit instruction,

ملخص المقالة :

Communication in English and critical thinking are two essential 21st-century competencies. A variety of teaching and learning techniques are being developed to equip students with these skills and meet the challenges of global competition. Critical thinking skills should be developed and transferred through education, but there are few empirical studies available to help educators decide how to enhance critical thinking in the classroom. Accordingly, the present mixed-methods study scrutinized the impact of explicit and implicit pronunciation instruction on the critical thinking and listening comprehension of English language learners. Over 6 months, two groups of 34 English language learners were exposed to pronunciation instruction (explicit mediators using phonetic rules, and implicit mediators without phonetic rules), and a control group of 17 students received no pronunciation instruction. Pre-tests and post-tests were used to measure learners’ improvement in critical thinking and listening comprehension. Moreover, semi-structured interviews were used to show the participants’ reflections regarding pronunciation instruction. The results of the data analysis revealed no significant change for the control group, but significant progress was found for both experimental groups’ listening comprehension and critical thinking, especially the explicit group. Besides, the qualitative analysis showed that pronunciation instruction increased phonological awareness, listening improvement, and a sense of being analytic among participants in the explicit pronunciation group. Moreover, pronunciation instruction increased listening improvement among implicit pronunciation group participants. In brief, the findings suggest that helping students learn critical thinking skills does not require a comprehensive reorganization of the high school curriculum. It is possible to offer a critical thinking program like this during the school day without seriously disrupting the school’s already full schedule.

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