The Role of Critical Thinking Disposition in Enhancing Argumentative Writing Skill: Iranian EFL Teachers’ and Learners’ Perspective
محورهای موضوعی : Applied Linguistics
Shaho Hoorijani
1
(English Department, Islamic Azad University Isfahan (Khorasgan) Branch Isfahan, Iran)
Hossein Heidari Tabrizi
2
(English Department, Islamic Azad University Isfahan (Khorasgan) Branch Isfahan, Iran)
Mohsen Masoomi
3
(English Department, Islamic Azad University, Sanandaj Branch, Kurdistan, Iran)
کلید واژه: Argumentative Writing, EFL learners’ Attitude, CCTDI Questionnaire, EFL Teachers’ Attitude,
چکیده مقاله :
This study investigated the attitude of the Iranian EFL teachers and learners toward the role of critical thinking disposition in enhancing argumentative writing in the Iranian EFL context at Islamic Azad University, Kurdistan branch. Attitude plays an important role that affecting language learning, especially writing skills in an EFL context like Iran. In this descriptive study, 14 EFL teachers and 80 EFL learners both males and females were selected based on a random sampling method. The data were gathered based on a survey approach, by using the online CCTDI questionnaire. To answer the research questions of this study and uncover the attitude of EFL teachers and learners towards the treatment, the responses the to CCTDI online questionnaire were coded and analyzed. The results indicated that teachers and learners had positive attitudes towards all components of CCTDI. They represented a highly positive disposition towards truth-seeking and inquisitiveness. Results of the study revealed that of the EFL teachers and learners have a positive attitude regarding English language teaching and learning. Another finding of the study was that, having favorable perspective toward English did not enhance their proficiency in learning English. It is hoped that the findings of this study help teacher and learners learn about critical thinking principles they will apply prudent judgment, challenge the improbable, pursue difficulties, establish alternatives, use tactics, consider alternative perspectives, and attempt to be objective.
این مطالعه به بررسی تأثیر دیدگاه زبان آموزان و ااتید آموزش زبان انگلیسی و آموزش اصول تفکر انتقادی (CT) بر توانایی‌های نوشتاری تعدادی از زبان‌آموزان مرد و زن ایرانی زبان انگلیسی که در دانشگاه آزاد اسلامی واحدکردستان، زبان انگلیسی تحصیل کرده‌اند، پرداخته است. دیدگاه نقش مهمی را بر یادگیری زبان خارجه به ویژه در پیشرفت مهارت مقاله نویسی استدلالی ایفا می کند. در این مقاله توصیفی در مرحله اول، 80 زبان آموز و 14 معلم انتخاب شدند. سپس در شروع ترم با استفاده از پرسشنامه آنلاین سنجش تمایل به داشتن تفکر انتقادانه کالیفرنیا (CCTDI) دیدگاه این زبان آموزان مورد ارزیابی و بررسی قرار گرفت. برای جمع‌آوری داده‌های مورد نیاز، آزمون مهارت‌های تفکر انتقادی کالیفرنیا (CCTDI) دو بار، یک‌بار قبل و یک‌بار بعد از تدریس انجام شد. این مطالعه از یک طرح شبه آزمایشی پیش‌آزمون پس‌آزمون استفاده کرد که در آن تکنیک‌های CT شامل حقیقت‌جویی، ذهن باز، تحلیل‌گری، سیستماتیک، اعتماد به نفس، کنجکاوی و اطلاعات در 6 مرحله به شرکت‌کنندگان معرفی شد. نتایج به دست آمده حاصل از این پژوهش نشان داد که معلمان و داشنجویان رشته آموزش زبان انگلیسی دیدگاه مثبتی را نسبت به تمام بخش های پرسشنامه سنجش تفکر نقادانه داشتند. آنان تمایل مثبتی نسبت به حقیقت جویی و کنجکاوی در نوشته های خود داشتند. نتایج حاصل از این تحقیق همچنین نشان داد که شرکت کنندگان در این تحقیق دیدگاه مثبتی نسبت به یادگیری زبان انگلیسی داشتند.
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