Impact of STAD model of Cooperative Learning on Iranian EFL Learners’ Critical Thinking and Motivation
الموضوعات :
Abolhassan Nazari
1
(Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran)
Omid Tabatabaei
2
(English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
Mohammad Ali Heidari Shahreza
3
(Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran)
الکلمات المفتاحية: motivation, critical thinking, Cooperative learning, Iranian EFL learners, STAD,
ملخص المقالة :
This study investigated the impact of cooperative learning on Iranian high schoolEFL learners’ critical thinking and motivation. To this end, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT), and divided into two heterogeneous experimental groups (EG) receiving treatment through STAD model of cooperative learning, and two control groups (CG) without any treatment. To recognize the entry behaviors of the participants, pretests were run. Then, the same educational content was taught to both groups during an educational term. Furthermore, in order to disclose the effect of treatment, a critical thinking post-test similar to the pretest but in rearranged order in options and items, and a motivation post-test were administered at the end of the instruction. The results obtained from the statistical analysis of the scores showed that cooperative learning has a significant effect on the critical thinking and motivation of the participants. The findings of the study are beneficial for EFL learners to improve their small group capabilities.
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