رابطه بین توانایی تفکر انتقادی و استراتژی های درک شنیداری: تمرکز بر زبان آموزان پیشرفته
Subject Areas : Applied Linguistics
1 - Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
Keywords:
Abstract :
این مطالعه تلاشی برای بررسی رابطه بین راهبردهای درک شنیداری دانشجویان پیشرفته EFL و توانایی تفکر انتقادی آنها بود. بدین منظور 75 زبان آموز ایرانی زبان انگلیسی از هر دو جنس به عنوان افراد مورد مطالعه انتخاب شدند. همه آنها دانش آموزان پیشرفته بودند که بر اساس نمونه گیری خوشه ای انتخاب شدند. ابزار مورد استفاده، دو پرسشنامه مرتبط، پرسشنامه تفکر انتقادی (CTQ) و پرسشنامه راهبردهای درک شنیداری (LCSQ) بود. در روز اول، محقق دستورالعمل این نظرسنجی را به وضوح توضیح داد و به شرکت کنندگان برای ارزیابی راهبردهای به کار گرفته شده توسط آنها، CTQ ارائه شد. در روز دوم، LCSQ بین آنها توزیع شد. شرکت کنندگان باید به تمام سوالات در زمان محدود پاسخ می دادند. خوشبختانه هیچ یک از دانشجویان در فرآیند جمع آوری داده ها غایب نبودند و این عامل باعث افزایش پایایی نتایج می شود. یافته های این مطالعه نشان داد که بین راهبردهای درک شنیداری دانش آموزان پیشرفته EFL و توانایی تفکر انتقادی آنها رابطه معناداری وجود دارد. نتایج می تواند قابل توجه باشد زیرا شناسایی راهبردهایی که دانش آموزان به کار می گیرند، به آنها کمک می کند تا بر مشکلاتی که ممکن است در مهارت های زبانی مختلف با آن مواجه شوند غلبه کنند.
Abdalhamid, F. (2012). Listening comprehension strategies of Arabic-speaking ESL learners. Doctoral dissertation, Colorado State University.
Arfae, A. (2020). The impact of teaching critical thinking on EFL learners’ speaking skill: A case study of an Iranian context. English Language Teaching, 13 (1), 112-123.
Erkek, G., & Batur, Z. (2021). A Comparative Study on Critical Thinking in Education: From Critical Reading Attainments to Critical Listening Attainments. International Journal of Education & Literacy Studies, 8(1),142-151
Fahim, M., & Azarnioushi, S. (2011). The relationship between critical thinking and deductive/inductive teaching of grammar to Iranian EFL learners. The Iranian EFL Journal, 7(2), 180-195.
Fahim, M., Bagherkazemi, M., & Alemi, M. (2010). The relationship between test takers' critical thinking ability and their performance on the reading section of TOEFL. Journal of Language Teaching and Research, 1(6), 830-837.
Fahim, M., & Komijani, A. (2012). Critical thinking ability, L2 vocabulary knowledge and L2 vocabulary learning strategies. Journal of English Studies, 1(1), 23-38.
Gay, L. R., & Airasian, P. (2003). Educational Research: Competencies for Analysis and Application. Upper Saddle River, NJ: Prentice- Hall, INC.
Geertsen, H. R. (2003). Rethinking thinking about higher-level thinking. Teaching Sociology, 31(1), 1-19.
Hashemi, S. A., Naderi, E., Shariatmadari, A., Naraghi, M. S., & Mehrabi, M. (2010). Science production in Iranian educational system by the use of critical thinking. International Journal of Instruction, 3 (1), 61-76.
Hosseini, E., Bakhshipour Khodaei, F., Sarfallah, S., & Dolatabadi, H. R. (2012). Exploring the relationship between critical thinking, reading comprehension and reading strategies of English university students. World Applied Sciences Journal, 17(10), 1356-1364.
Kamali, Z., & Fahim, M. (2011). The Relationship between critical thinking ability of Iranian EFL learners and their resilience level facing unfamiliar vocabulary items in reading. Journal of Language Teaching and Research, 2(1), 104-111.
Keihaniyan, M. (2013). Critical thinking and language proficiency. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4 (3), 24-32.
Khalili, H., Babamohammady, H., & Hajiaghajani, S. (2004). The effects of classic and critical thinking strategies, on learning of nursing students. Koomesh, 5(2), 53-62.
Khodadady, E., & Ghanizadeh, A. (2011). The impact of concept mapping on EFL learners' critical thinking ability. English Language Teaching, 4(4), 49-60.
Leedy, P. D. (1993). Research Methodology: Qualitative or Quantitative? Practical Eesearch Planning and Design. New Jersey: Prentice-Hall. Cap 6, pp. 137-47, 5a.
Lynch, T. (2009). Teaching second Language Listening. Oxford: Oxford University Press.
Memari, M. (2021). Effects of critical thinking on writing cause and effect essays by Iranian EFL learners. Research in English Language Pedagogy, 9(2), 489-506.
Mohammadi, E. N., Heidari, F., & Niry, N. D. (2012). The relationship between critical thinking ability and reading strategies used by Iranian EFL learners. English Language Teaching, 5(10), 192-201.
Nikoopour, J., Amini Farsani, M., & Nasiri, M. (2011). On the relationship between critical thinking and language learning strategies among Iranian EFL learners. Journal of Technology & Education, 5 (3), 195-200.
Nowroozi, R., & Bakhtiari, H. (2005). Teaching Critical Thinking in Schools and its Role in the Advancement of Science and Theory of Knowledge. Tehran: Qods.
Orodho, A.J. (2008). Essentials of Educational and Social Science Research Methods. Nairobi: Mosala Publishers.
Parsi, G. (2017). The relationship between EFL teachers’ critical thinking and use of motivational strategies. Advances in Language and Literary Studies, 8 (2), 14-21.
Pennycook, A. (2014). The Cultural Politics of English as an International Language. Routledge.
Rashid, R. A., & Hashim, R. A. (2008). The Relationship between critical thinking and language proficiency of Malaysian undergraduates. Paper presented at the EDU-COM International Conference, Edith Cowan University, and Perth Western Australia.
Sarigoz, O, (2012). Assessment of students' critical thinking skill. Social and Behavioral Sciences, 46 (2012) 5315 – 5319.
Taguchi, N. (2002). L2 learners' strategic mental processes during a listening test. JALT Journal, 23, 26- 31.
Thompson, C. (2012). Teaching critical thinking in EAP courses in Australia. TESOL Journal, 11(4), 15-20.
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language learning, 60 (2), 470-497.
Villavicencio, F. T. (2011). Critical thinking, negative academic emotions, and achievement: A mediational analysis. Asia-Pacific Education Researcher (De La Salle University Manila), 20 (1), 118-126.
Zare, M., Behjat, F., Abdollrahimzadeh, S. J., & Izadi, M. (2013). Critical thinking and Iranian EFL students' listening comprehension. International Journal of Linguistics, 5 (6), 1221.
Zare, M., Barjeste, H., & Biria, R. (2021). Enhancing EFL learners' reading comprehension skill through critical thinking-oriented dynamic assessment. Teaching English Language, 15 (1), 189-214.