The Effect of Critical Thinking Instruction on EFL Learners' Persuasive Speaking and Writing Within a Blended Learning Environment
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
Alireza Zaker
1
,
Marziyeh Bajelany
2
1 - Assistant Professor, Department of Teaching English and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran
2 - M.A. Candidate, Department of Teaching English and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran
کلید واژه: Blended learning, Critical thinking, Persuasive speaking, Persuasive writing,
چکیده مقاله :
This study investigates the effectiveness of explicit critical thinking instruction on EFL learners' persuasive speaking and writing abilities within a blended learning environment. A quasi-experimental design was used with 50 intermediate EFL learners divided into experimental and control groups. The experimental group received explicit critical thinking instruction within a blended learning framework, while the control group received traditional instruction. Data were collected using the Oxford Placement Test, persuasive writing and speaking tests, and the Honey (2000) Critical Thinking Questionnaire. Independent samples t-tests and MANOVA were used to analyze the data. Results indicate a significant positive effect of explicit critical thinking instruction on both persuasive writing and speaking abilities. Specifically, critical thinking instruction explained 51% of the variance in persuasive writing and 31% of the variance in persuasive speaking. These findings, supported by independent samples t-tests and MANOVA results, suggest that integrating critical thinking instruction into EFL curricula can enhance learners' persuasive communication skills within blended learning environments. The results highlight the pedagogical value of embedding critical thinking in language instruction, offering practical insights for curriculum design and classroom practice.
This study investigates the effectiveness of explicit critical thinking instruction on EFL learners' persuasive speaking and writing abilities within a blended learning environment. A quasi-experimental design was used with 50 intermediate EFL learners divided into experimental and control groups. The experimental group received explicit critical thinking instruction within a blended learning framework, while the control group received traditional instruction. Data were collected using the Oxford Placement Test, persuasive writing and speaking tests, and the Honey (2000) Critical Thinking Questionnaire. Independent samples t-tests and MANOVA were used to analyze the data. Results indicate a significant positive effect of explicit critical thinking instruction on both persuasive writing and speaking abilities. Specifically, critical thinking instruction explained 51% of the variance in persuasive writing and 31% of the variance in persuasive speaking. These findings, supported by independent samples t-tests and MANOVA results, suggest that integrating critical thinking instruction into EFL curricula can enhance learners' persuasive communication skills within blended learning environments. The results highlight the pedagogical value of embedding critical thinking in language instruction, offering practical insights for curriculum design and classroom practice.
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