Impact of Conceptualization and Analysis Effectiveness Strategies on Reading Comprehension of Iranian EFL Learners Across Gender: Elder and Paul’s Critical Thinking Model
محورهای موضوعی : نشریه زبان و ترجمه
سرور پروین نژاد
1
,
Valeh Valipour
2
,
رامین رحیمی
3
1 - دپارتمان زبان انگلیسی، دانشگاه آزاد اسلامی واحد تنکابن
2 - Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekanon, Iran
3 - دپارتمان زبان انگلیسی، دانشگاه آزاد اسلامی واحد تنکابن
کلید واژه: critical thinking, Analysis and Conceptualization Strategies, Reading Comprehension Skills,
چکیده مقاله :
The role of different critical thinking strategies in reading English texts has ignited remarkable research. In the very vein, the present mix-methods study aimed to explore the effects of analysis and conceptualization strategies of critical thinking proposed by Elder and Paul (2009), on the reading comprehension skills, and to probe the perception of Iranian upper-intermediate EFL learners across gender. To this end, 60 male and female learners within the age range of 25 to 38 were selected from a total number of 120 learners via the Cambridge C2 Proficiency (CPE) test at the Pouyandegan institute of higher education in Chalous, Iran. Then, they were randomly assigned to two experimental groups for utilizing the conceptualization strategy, and two experimental groups for performing the analysis strategy. Next, Scholastic Aptitude Test (SAT) was administered as the pre-test before an eight-week instruction. After utilizing the treatments, the post-test was administered alongside a semi-structured interview for 12 selected learners. The obtained data were analyzed through one-way ANOVA and paired samples t-test. The results revealed that the treatments had significant effects on the improvement of reading comprehension. The qualitative results too revealed that the learners adopted positive views toward the critical thinking (CT) strategies instruction. However, gender did not play any significant role in using the CT strategies in reading comprehension. The implications of the study were discussed at the end of the paper.
نقش راهکارهای مختلف تفکر انتقادی در خواندن متن منجر به مطالعات قابل توجهی شده است. این مطالعه ترکیبی با هدف بررسی تأثیرات راهکارهای تحلیل و مفهوم‌سازی تفکر انتقادی پیشنهاد شده توسط الدر و پل (2009)، بر مهارت‌های درک مطلب، و همچنین بررسی ادراک زبان‌آموزان زبان انگلیسی در سطح متوسط با توجه به جنسیت انجام شده است. بدین منظور 60 زبان آموز مونث ومذکر در محدوده سنی 25 تا 38 سال از مجموع 120 زبان آموز با استفاده از آزمون کمبریج C2 (CPE) در مؤسسه پویندگان چالوس انتخاب شدند. سپس به‌طور تصادفی در دو گروه آزمایشی برای استفاده از راهکار مفهوم‌سازی، دو گروه آزمایشی برای اجرای راهکار تحلیل متن و دو گروه شاهد برای دریافت روش مرسوم آموزش درک مطلب در مؤسسه قرار گرفتند. سپس آزمون استعداد تحصیلی (SAT) به عنوان پیش آزمون قبل از آموزش هشت هفته ای اجرا شد. پس از استفاده از شیوه های پیشنهادی، پس‌آزمون همراه با مصاحبه نیمه ساختاریافته با 12 فراگیر منتخب اجرا شد. داده های کمی با استفاده از آزمون تحلیل واریانس یک طرفه و آزمون تی جفتی مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که اجرای متغیر مستقل تأثیر معنی‌داری بر بهبود درک مطلب داشتند. نتایج کیفی همچنین نشان داد که فراگیران دیدگاه های مثبتی نسبت به آموزش راهکارهای تفکر انتقادی اتخاذ کردند. با این حال، جنسیت نقش مهمی در استفاده از راهکارهای تفکر انتقادی در درک مطلب نداشت. پیامدهای مطالعه در پایان مقاله مورد بحث قرار گرفت.
Arifin, S. (2020). The role of critical reading to promote learners’ critical thinking and reading comprehension. Jurnal Pendidikan Dan Pengajar. 53(3), 318-327.
Barjasteh, H., & Vaseghi, R. (2012). Critical Thinking: A Reading Strategy in Developing English Reading Comprehension Performance. Journal of Foreign Language Teaching and Translation Studies, 1(2), 21-34.
Bensley, D. A. (2010). A brief guide for teaching and assessing critical thinking in psychology. Observer, 23(10).
Butler, H. A. (2017). Assessing critical thinking in our students. In R. Wegerif, L. Li & J. C. Kaufman (Eds.), The Routledge International Handbook of Research on Teaching Thinking (pp. 305-314). London and New York: Routledge.
Cottrell, S., (2005). Critical Thinking Skills: Developing Effective Analysis and Argument. New York: Palgrave Macmillan.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Elder, L., & Paul, R. (2020). Critical thinking: Tools for taking charge of your learning and your life. Foundation for Critical Thinking.
Elder, L. & Paul, R. (2011). Thinking to some purpose. Journal of Developmental Education, 25(1), 40-41.
Facione, P. A. (2011). Critical thinking: What is it and why does it count. Retrieved from http://www.insightassessment.com/content/download/.../what&why2010.pdf
Fahim, M., & Eslamdoost, S. (2014). Critical thinking: Frameworks and models for teaching. English Language Teaching, 7(7), 141-151.
Fontana, A., & Frey, J. H. (2000). The interview: From structured questions to negotiated text. Handbook of qualitative research, 2(6), 645-672.
Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). New York: Taylor & Francis Group.
Heidari, K. (2020). Critical thinking and EFL learners' performance on textually explicit, textually-implicit, and script-based reading items. Thinking Skills and Creativity, 37, 100703.
Jie, Z., Yuhong, J., & Yuan, Y. (2015). The investigation on critical thinking ability in EFL reading class. English Language Teaching, 8(1), 83-94.
Kamali, Z., & Fahim, M. (2011). The relationship between the 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.
Karimi, L., & Veisi, F. (2016). The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian upper-intermediate EFL Learners. Theory and Practice in Language Studies, 6(9), 1869-1876.
Kurland, D. (2000). Critical reading and critical reading. https: // doi. Org /10 .10 16/S1607-551X(08)70131-1
McLaughlin, (2004). “Demystifying Critical Literacy” Theory and practice of critical Literacy. Enhancing students’ comprehension of text. USA: Scholastic, 11-15.
Menkes, J. (2005). Hiring for smarts. Harward Business Review, 45-49.
Mohseni, F., Seifoori, Z., & Ahangari, S. (2020). The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension, Cogent Education, 7(1), 1-22.
Mustopa, A., & Sugirin, S. (2020). Improving reading comprehension through the development of critical thinking of learners at Madrasah Aliyah. LingTera, 7(1), 51-60.
Nagy, J., & Habók, A. (2018). Attitudes and behaviors related to individual and classroom practices: An empirical study of external and internal factors of ICT use. Libri, 68(2), 113-123.
Nosich, G. M. (2012). Learning to think things through A guide to critical thinking across the curriculum. Boston, MA: Pearson Education, Inc.
Paul, R., & Elder, L. (2009). Critical thinking: ethical reasoning and fair-mind thinking. Journal of Developmental Education, 33 (1), 38-39.
Paul, R., & Elder, L. (2016). Critical thinking, tools for taking charge of your learning and your life trans. Esra Aslan & Gamze Sart. Ankara-Turkey: Nobel Publications.
Paul, R., & Elder, L. (2019). The thinker's guide to Socratic questioning. Rowman & Littlefield.
Paul, R. & Elder, L. (2008). Critical thinking: Strategies for improving student learning. Journal of Developmental Education, 32(1), 32.
Robson, C. (1993). Real-world research: A resource for social scientist and practitioner-researcher. Blackwill.
Sasmita, E. (2012). Identifying students’ abilities in understanding English reading texts: A case study at the second-year students of SMKN 1 Gangga in the academic year 2012/2013 (Undergraduate's thesis). Universitas Mataram
Turuk Kuek, M. C. (2010). Developing critical thinking skills through integrating the teaching of reading and writing in the L2 writing classroom. Ph.D. dissertation, Faculty of humanities and social sciences, Newcastle University.
Van Gelder, T. (2005). Teaching critical thinking: Some lessons from cognitive science. College Teaching, 53 (1), 41–48.
Wale, B. D., & Bishaw, K. S. (2020). EffeCT strategies of using inquiry-based learning on EFL learners' critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1-14.
Waters, A. (2006). Thinking and Language Learning. ELT Journal, 60 (4), 237-319.
Wood, R. (2002). Critical thinking. Retrieved from http:// www. robinwood. com/ Democracy/General Essays/ Critical Thinking.pdf
Yousefi, S., & Mohammadi, M. (2016). Critical thinking and reading comprehension among postgraduate learners: The case of gender and language proficiency level. Journal of Language Teaching and Research, 7(4), 802-807.
Zare, M., Barjasteh, H., & Biria, R. (2021). The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian EFL Learners' Learning Potential: A Study of Reading Comprehension Skill. Journal of Teaching Language Skills, 40(2), 193-227.
Arifin, S. (2020). The role of critical reading to promote learners’ critical thinking and reading comprehension. Jurnal Pendidikan Dan Pengajar. 53(3), 318-327.
Barjasteh, H., & Vaseghi, R. (2012). Critical Thinking: A Reading Strategy in Developing English Reading Comprehension Performance. Journal of Foreign Language Teaching and Translation Studies, 1(2), 21-34.
Bensley, D. A. (2010). A brief guide for teaching and assessing critical thinking in psychology. Observer, 23(10).
Butler, H. A. (2017). Assessing critical thinking in our students. In R. Wegerif, L. Li & J. C. Kaufman (Eds.), The Routledge International Handbook of Research on Teaching Thinking (pp. 305-314). London and New York: Routledge.
Cottrell, S., (2005). Critical Thinking Skills: Developing Effective Analysis and Argument. New York: Palgrave Macmillan.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Elder, L., & Paul, R. (2020). Critical thinking: Tools for taking charge of your learning and your life. Foundation for Critical Thinking.
Elder, L. & Paul, R. (2011). Thinking to some purpose. Journal of Developmental Education, 25(1), 40-41.
Facione, P. A. (2011). Critical thinking: What is it and why does it count. Retrieved from http://www.insightassessment.com/content/download/.../what&why2010.pdf
Fahim, M., & Eslamdoost, S. (2014). Critical thinking: Frameworks and models for teaching. English Language Teaching, 7(7), 141-151.
Fontana, A., & Frey, J. H. (2000). The interview: From structured questions to negotiated text. Handbook of qualitative research, 2(6), 645-672.
Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). New York: Taylor & Francis Group.
Heidari, K. (2020). Critical thinking and EFL learners' performance on textually explicit, textually-implicit, and script-based reading items. Thinking Skills and Creativity, 37, 100703.
Jie, Z., Yuhong, J., & Yuan, Y. (2015). The investigation on critical thinking ability in EFL reading class. English Language Teaching, 8(1), 83-94.
Kamali, Z., & Fahim, M. (2011). The relationship between the 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.
Karimi, L., & Veisi, F. (2016). The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian upper-intermediate EFL Learners. Theory and Practice in Language Studies, 6(9), 1869-1876.
Kurland, D. (2000). Critical reading and critical reading. https: // doi. Org /10 .10 16/S1607-551X(08)70131-1
McLaughlin, (2004). “Demystifying Critical Literacy” Theory and practice of critical Literacy. Enhancing students’ comprehension of text. USA: Scholastic, 11-15.
Menkes, J. (2005). Hiring for smarts. Harward Business Review, 45-49.
Mohseni, F., Seifoori, Z., & Ahangari, S. (2020). The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension, Cogent Education, 7(1), 1-22.
Mustopa, A., & Sugirin, S. (2020). Improving reading comprehension through the development of critical thinking of learners at Madrasah Aliyah. LingTera, 7(1), 51-60.
Nagy, J., & Habók, A. (2018). Attitudes and behaviors related to individual and classroom practices: An empirical study of external and internal factors of ICT use. Libri, 68(2), 113-123.
Nosich, G. M. (2012). Learning to think things through A guide to critical thinking across the curriculum. Boston, MA: Pearson Education, Inc.
Paul, R., & Elder, L. (2009). Critical thinking: ethical reasoning and fair-mind thinking. Journal of Developmental Education, 33 (1), 38-39.
Paul, R., & Elder, L. (2016). Critical thinking, tools for taking charge of your learning and your life trans. Esra Aslan & Gamze Sart. Ankara-Turkey: Nobel Publications.
Paul, R., & Elder, L. (2019). The thinker's guide to Socratic questioning. Rowman & Littlefield.
Paul, R. & Elder, L. (2008). Critical thinking: Strategies for improving student learning. Journal of Developmental Education, 32(1), 32.
Robson, C. (1993). Real-world research: A resource for social scientist and practitioner-researcher. Blackwill.
Sasmita, E. (2012). Identifying students’ abilities in understanding English reading texts: A case study at the second-year students of SMKN 1 Gangga in the academic year 2012/2013 (Undergraduate's thesis). Universitas Mataram
Turuk Kuek, M. C. (2010). Developing critical thinking skills through integrating the teaching of reading and writing in the L2 writing classroom. Ph.D. dissertation, Faculty of humanities and social sciences, Newcastle University.
Van Gelder, T. (2005). Teaching critical thinking: Some lessons from cognitive science. College Teaching, 53 (1), 41–48.
Wale, B. D., & Bishaw, K. S. (2020). EffeCT strategies of using inquiry-based learning on EFL learners' critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1-14.
Waters, A. (2006). Thinking and Language Learning. ELT Journal, 60 (4), 237-319.
Wood, R. (2002). Critical thinking. Retrieved from http:// www. robinwood. com/ Democracy/General Essays/ Critical Thinking.pdf
Yousefi, S., & Mohammadi, M. (2016). Critical thinking and reading comprehension among postgraduate learners: The case of gender and language proficiency level. Journal of Language Teaching and Research, 7(4), 802-807.
Zare, M., Barjasteh, H., & Biria, R. (2021). The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian EFL Learners' Learning Potential: A Study of Reading Comprehension Skill. Journal of Teaching Language Skills, 40(2), 193-227.
Arifin, S. (2020). The role of critical reading to promote learners’ critical thinking and reading comprehension. Jurnal Pendidikan Dan Pengajar. 53(3), 318-327.
Barjasteh, H., & Vaseghi, R. (2012). Critical Thinking: A Reading Strategy in Developing English Reading Comprehension Performance. Journal of Foreign Language Teaching and Translation Studies, 1(2), 21-34.
Bensley, D. A. (2010). A brief guide for teaching and assessing critical thinking in psychology. Observer, 23(10).
Butler, H. A. (2017). Assessing critical thinking in our students. In R. Wegerif, L. Li & J. C. Kaufman (Eds.), The Routledge International Handbook of Research on Teaching Thinking (pp. 305-314). London and New York: Routledge.
Cottrell, S., (2005). Critical Thinking Skills: Developing Effective Analysis and Argument. New York: Palgrave Macmillan.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Elder, L., & Paul, R. (2020). Critical thinking: Tools for taking charge of your learning and your life. Foundation for Critical Thinking.
Elder, L. & Paul, R. (2011). Thinking to some purpose. Journal of Developmental Education, 25(1), 40-41.
Facione, P. A. (2011). Critical thinking: What is it and why does it count. Retrieved from http://www.insightassessment.com/content/download/.../what&why2010.pdf
Fahim, M., & Eslamdoost, S. (2014). Critical thinking: Frameworks and models for teaching. English Language Teaching, 7(7), 141-151.
Fontana, A., & Frey, J. H. (2000). The interview: From structured questions to negotiated text. Handbook of qualitative research, 2(6), 645-672.
Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). New York: Taylor & Francis Group.
Heidari, K. (2020). Critical thinking and EFL learners' performance on textually explicit, textually-implicit, and script-based reading items. Thinking Skills and Creativity, 37, 100703.
Jie, Z., Yuhong, J., & Yuan, Y. (2015). The investigation on critical thinking ability in EFL reading class. English Language Teaching, 8(1), 83-94.
Kamali, Z., & Fahim, M. (2011). The relationship between the 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.
Karimi, L., & Veisi, F. (2016). The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian upper-intermediate EFL Learners. Theory and Practice in Language Studies, 6(9), 1869-1876.
Kurland, D. (2000). Critical reading and critical reading. https: // doi. Org /10 .10 16/S1607-551X(08)70131-1
McLaughlin, (2004). “Demystifying Critical Literacy” Theory and practice of critical Literacy. Enhancing students’ comprehension of text. USA: Scholastic, 11-15.
Menkes, J. (2005). Hiring for smarts. Harward Business Review, 45-49.
Mohseni, F., Seifoori, Z., & Ahangari, S. (2020). The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension, Cogent Education, 7(1), 1-22.
Mustopa, A., & Sugirin, S. (2020). Improving reading comprehension through the development of critical thinking of learners at Madrasah Aliyah. LingTera, 7(1), 51-60.
Nagy, J., & Habók, A. (2018). Attitudes and behaviors related to individual and classroom practices: An empirical study of external and internal factors of ICT use. Libri, 68(2), 113-123.
Nosich, G. M. (2012). Learning to think things through A guide to critical thinking across the curriculum. Boston, MA: Pearson Education, Inc.
Paul, R., & Elder, L. (2009). Critical thinking: ethical reasoning and fair-mind thinking. Journal of Developmental Education, 33 (1), 38-39.
Paul, R., & Elder, L. (2016). Critical thinking, tools for taking charge of your learning and your life trans. Esra Aslan & Gamze Sart. Ankara-Turkey: Nobel Publications.
Paul, R., & Elder, L. (2019). The thinker's guide to Socratic questioning. Rowman & Littlefield.
Paul, R. & Elder, L. (2008). Critical thinking: Strategies for improving student learning. Journal of Developmental Education, 32(1), 32.
Robson, C. (1993). Real-world research: A resource for social scientist and practitioner-researcher. Blackwill.
Sasmita, E. (2012). Identifying students’ abilities in understanding English reading texts: A case study at the second-year students of SMKN 1 Gangga in the academic year 2012/2013 (Undergraduate's thesis). Universitas Mataram
Turuk Kuek, M. C. (2010). Developing critical thinking skills through integrating the teaching of reading and writing in the L2 writing classroom. Ph.D. dissertation, Faculty of humanities and social sciences, Newcastle University.
Van Gelder, T. (2005). Teaching critical thinking: Some lessons from cognitive science. College Teaching, 53 (1), 41–48.
Wale, B. D., & Bishaw, K. S. (2020). EffeCT strategies of using inquiry-based learning on EFL learners' critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1-14.
Waters, A. (2006). Thinking and Language Learning. ELT Journal, 60 (4), 237-319.
Wood, R. (2002). Critical thinking. Retrieved from http:// www. robinwood. com/ Democracy/General Essays/ Critical Thinking.pdf
Yousefi, S., & Mohammadi, M. (2016). Critical thinking and reading comprehension among postgraduate learners: The case of gender and language proficiency level. Journal of Language Teaching and Research, 7(4), 802-807.
Zare, M., Barjasteh, H., & Biria, R. (2021). The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian EFL Learners' Learning Potential: A Study of Reading Comprehension Skill. Journal of Teaching Language Skills, 40(2), 193-227.
