Impact of Critical Thinking Instruction Through Argument Mapping Techniques on Iranian Male and Female EFL Learners’ Critical Thinking Ability and Reading Skill

Subject Areas : Research in English Language Pedagogy

Mohammad Ali Esfandiari ¹ , Ehsan Rezvani ² , Bahram Hadian ³

1 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 - Department of English, Isfahan( Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

Received: 2019-12-02 Accepted : 2020-06-22 Published : 2021-01-01

Keywords: critical thinking, Iranian EFL learners, reading comprehension, Argument mapping, gender,

Abstract :

This study addressed the impact of teaching critical thinking (CT) principles through argument mapping (AM) techniques on the CT and reading abilities of a number of Iranian male and female EFL learners who studied English at a language institute in Isfahan province. For this purpose, 30 male and 30 female intermediate EFL learners were chosen on the basis of their performance on the Oxford Quick Placement Test (OQPT); further, the reading section of an IELTS practice test was applied. For the collection of the required data, California Critical Thinking Skills Test(CCTST), which had been validated in Persian, was conducted twice, once before and once after the treatment. The study employed a quantitative pretest-treatment-posttest design in which AM techniques including information organization, structure reasoning, evidence consideration, assumption identification, evaluation of arguments, and communication of conclusions were introduced to the participants in 6 steps. Then, the CCTST and IELTS reading sections were administered again as the posttests. The statistical analysis of the obtained results using the paired-samples t test, based on the comparison of CT and reading ability according to the scores obtained from the pretest and posttest taken by the male and female learners, revealed the improvement in the five subcomponents belonging CT and reading ability from pretest to posttest. The present study provides insights useful for EFL teachers, learners and materials developers.

References:

Aloaili, A.S. (2005). Arabic teachers’ beliefs and practices in Riyadh city in relation to            constructivism. The Educational Journal, 76, 253–310.

Bagheri, F. (2015). The relationship between critical thinking and language learning           strategies of EFL learners. Journal of Language Teaching and Research, 6 (5), 969-975.

Beck, I., L. (1989). Reading and reasoning. The Reading Teacher, 42, 676–682.

Dwyer, C. P., Hogan, M. J., & Stewart, I., (2012). An examination of the effects of argument         mapping on students’ memory and comprehension performance. Thinking Skills and Creativity, 8(1), 11–24.

Dwyer, C.P., Hogan, M., and Stewart, I. (2015). The effects of argument mapping-infused  critical thinking instruction on reflective judgment performance. Thinking Skills and  Creativity Journal, 16, 11-26.

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for  the 21st century. Thinking Skills and Creativity, 12, 43-52.

Elder, L., & Paul, R. (2003). Critical thinking: Teaching students how to study and learn (Part IV). Journal of Developmental Education, 2 7 (1), 36-37.

Elder, L., & Paul, R. (2004). Critical thinking... and the art of close reading (part IV). Journal of     Developmental Education, 28(2), 36-37.

Ennis, R., H. (1996). Critical thinking. Upper Saddle River, NJ: Prentice Hall.

Facione, P. A. (2011). Measured Reasons and Critical Thinking. Lillbrae, CA: The California           Academic Press.

Fahim, M., &Ahmadian, M. (2012). Critical Thinking and Iranian EFL Context. Journal of  Language Teaching and Research,3(4), 793-800.

Gelder, T. V. (2005). Teaching critical thinking: some lessons from cognitive science. College           Teaching, 53(1), 41-48.

Gelder, T. V. (2007).The Rationale for Rationale ™. Law, Probability and Risk, 6, 23–42.

Gelder, T. V. (2013). “Argument Mapping.” In Encyclopedia of the Mind, edited by H. Pashler.           Thousand Oaks, CA: Sage.

Griffith, P.L. &Ruan, J. (2005). What is metacognition and what should be its role in literacy           instruction? Metacognition in Literacy learning. New Jersey: Lawrence Erlbaum  Associates.

Grabe, W. (2010). How reading works: Comprehension process. Reading in a second language.           New York: Cambridge University Press.

Hashemi, M. R., &Ghanizadeh, A. (2012). Critical discourse analysis and critical thinking: An   experimental study in an EFL context. System, 40 (1), 37-47.

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.

Khorasani, M. M., &Farimani, M. A. (2010). The Analysis of critical thinking in Fariman's  teachers and factors influencing it. Journal of Social Science of Ferdowsi University, 6 (1), 197-230.200.

Malmir, A., &Shoorcheh, S. (2012). An investigation of the impact of teaching critical thinking    on the Iranian EFL learners' speaking skill. Journal of Language Teaching and Research, 3(4), 608-617.

Malmir, A., and Khosravi, F. (2018). The Effect of Argument Mapping Instruction on L2  Writing Achievement across Writing Tasks and Writing Components: A Case of Iranian EFL Learners. Applied Research on English Language, 7 (4),425-450.

Nikoopour, J., AminiFarsani, M., &Nasiri, M. (2011). On the relationship between critical  thinking and language learning strategies among Iranian EFL learners. Journal of  Technology & Education, 5(3), 195-205.

Norris, S., & Ennis, R. (1987). Evaluating critical thinking. Pacific Grove, CA: Thinking Press  & Software.

Paul, R. W. (1987). Dialogical thinking: Critical thought essential to the acquisition of rational       knowledge and passions, 52-56.

Pennycook, A. (1994). Incommensurable discourses? Applied linguistics, 15 (2), 115-138.

Van Gelder, T. J., Bissett, M., and Cumming, G. (2004). “Cultivating Expertise in Informal         Reasoning.” Canadian Journal of Experimental Psychology,58, 142–152.

Ruggiero, V.R., 1984. The Art of Thinking: A Guide to Critical and Creative Thought. Harper & Row, New York.

Willingham, D. T. (2012). When can you trust the experts? How to tell good science from bad in   education. San Francisco, CA: Jossey-Bass.

Zare, M., Behjat, F., Abdollrahimzadeh, S. J. & Izadi, M. (2013). Critical thinking and Iranian  EFL students’ listening comprehension. International journal of Linguistics, 5(6), 175-192.

Yu-hui, L., Li-rong, Z., Yue, N., (2010). Application of schema theory in teaching college  English reading. Canadian Social Science, 6 (1), 59–65