The Role of Critical Sociological Thinking on Young Iranian Advanced EFL Learners' Ingenuity of English Conversation

Subject Areas : Sociological Studies of Youth

Maryam  Kaviani ¹ (Ph.D. in Applied Linguistics, Department of English, Babol Branch, Islamic Azad University, Babol, Iran)
Sahar  Mahdavi ² (MA in Psychology, Babol Branch, Islamic Azad University, Babol, Iran)

Received: 2021-12-18 Accepted : 2021-12-18 Published : 2022-03-01

Keywords:

References:

Akatsuka, Y. (2019). Awareness of critical thinking attitudes and English speaking skills: The effects of questions involving higher-order thinking. Journal of Pan-Pacific Association of Applied Linguistics, 23(2), 59-84. doi.org/10.25256/PAAL.23.2.4

Atagi, R. (2002). The Thailand educational reform project: School reform policy. Manila: Asian Development Bank.

Baker, P.l J. (1981). Learning sociology and assessing critical thinking. Teaching Sociology, 8, 325-363.

Browne, M. Neil and James L. Litwin. (1987). Critical thinking in the sociology classroom: Facilitating movement from vague objective to explicit achievement." Teaching Sociology, 15, 384-391.

Buranapatana, M. (2006). Enhancing critical thinking of undergraduate Thai students through dialogic inquiry. Canberra: University of Canberra.

Chalak, A. Kassaian,  Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. GEMA Online Journal of Language Studies, 10(2), 37-56.

Choy, S., & Cheah, P. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and Learning in Higher Education, 2, 198-206.

Curtis, E., Martin, R. & Broadley, T. (2019). Reviewing the purpose of professional experience: A case study in initial teacher education reform.  Teaching and Teacher Education, 83, 77-86. doi: 10.1016/j.tate.2019.03.017

David, S. & Hachen, J.R. (2000). Sociology in action: Cases for critical and sociological thinking. US: Sage Publication.

Fakeye, D. (2010).Students' personal variables as correlates of academic achievement in English as a second language in Niegeria. Journal of Social Sciences, 22(3), 205-211.

Geertsen, R. (2003a). Rethinking thinking about higher-level thinking. Teaching Sociology 31, 1-19.

Genc, B. & Bada, E. (2005). Culture in language learning and teaching. The Reading Matrix. 5(1), 73-84.

Goldsmid, C. A. & Everett, K. W. (1980) . Passing on Sociology: The Teaching of a Discipline. Washington, DC: ASA Teaching Resource Center.

Gomleksiz, M. N. (2010). An evaluation of students' attitudes toward English language learning in terms of several variables. Procedia Social and Behavioral Sciences, 9, 913-918.

Grauerholz, L. , & Bouma-Holtrop, Sh. (2003). Exploring crtical sociological thinking. Teaching Sociology, 31, 485-496.

Green, Charles S. III and Hadley G. Klug. 1990. Teaching Critical Thinking and Writing  through Debates: An Experimental Evaluation. Teaching Sociology, 18, 462-71.

Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53 (4), 449- 455.

Hashemi, M. R., & Zabihi, R. (2010). Does critical thinking enhance EFL learners' receptive skills? Journal of Language Teaching and Research, 3(1), 172-179.

Helegson, M. & Steven, B. (2007). Practical English language teaching. US: McGraw-Hill.

Kaviani, M. & Mashhadi Heidar, D.  (2020). The effectiveness of critical thinking on enhancing productive skills among Iranian EFL pre-intermediate learners. Applied Research on English Language, 9(3), 303-324.

Kumagai, Y. (1994). The effects of culture on language learning and ways of communication: The Japanese case. Massachusetts: Center for International  Education.

Macaro, E. (2007). Language learner strategies: Adhering to a theoretical framework. Language Learning Journal, 35(2), 239-243.

Mills, S. (2015). Language, culture, and politeness. In F. Sharifian (Ed.), The Routledge handbook of language and culture (pp. 129–140). London: Routledge.

Nemat Tabrizi, A.R., & Mohammadi, M. (2015). The relationship between Iranian EFL teachers' critical thinking and their teaching styles. Journal of Education and Literature, 3(3), 121-130.

Okuyama, N. (2018). Jiki gakushuu shidoyoryo ga chuto kyoiku to daigaku niataeru eikyo: Kokusai baccalaureate to England no curriculum tono kanren-sei 2017 nendo zenkoku taikai kyoiku renkeibukai hokoku. [The impacts of the revised Japanese national curriculum: Relationships between the IB and UK English curriculum]. The Journal of JEGCE, 5(2). 68–69.

Osman, N. (2015). Exploring strategic thinking skills in process-oriented task in ESL classroom. Procedia-social and behavioral sciences, 171, 937-944.

Ruminski, Henry J. and William E. Hanks. (1995). Critical thinking lacks definition and uniform evaluation criteria. Journalism and Mass Communication Educator, 50, 4-11.

Semerci, C. (2011). The relationships between achievements focused motivation and critical thinking. African Journal of Business Management, 5 (15), 6180- 6185.

Shams, M. (2008). Students' attitudes, motivation and anxiety towards English language learning. Journal of Research, 2(2), 121-144.

Swarbrick, A. (2002). Aspects of teaching secondary modern foreign languages: Perspectives on practice. London: New York: The Open University Press.

Taghva, F., Rezaei, N., Ghaderi, J., & Taghva, R. (2014). Studying the relationship between critical thinking skills and students' educational achievement (Eghlid Universities as case study). International Letters of Social and Humanistic Sciences, 25, 18-25.

Zohrabi, M. & Shokrzadeh, A. (2017). Process-oriented listening instruction: A study of Iranian EFL teachers’ stated and actual practices. Journal of Teaching Language Skills (JTLS), 36(3), 145-174.