Relationship between Critical Thinking Ability and Listening Comprehension Strategies: Focus on Advanced EFL Learners
محورهای موضوعی : Applied Linguistics
1 - Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
کلید واژه: تفکر انتقادی, critical thinking, EFL learners, listening skill, listening comprehension strategies, استراتژی های درک شنیداری, مهارت های زبانی,
چکیده مقاله :
This study was an endeavor to explore the relationship between advanced EFL students' listening comprehension strategies and their critical thinking ability. To do this, 75 Iranian EFL learners of both genders were selected as the subjects of the study. All of them were advanced learners that were selected based on cluster sampling. The employed instruments were two related questionnaires, Critical Thinking Questionnaire (CTQ) and Listening Comprehension Strategies Questionnaire (LCSQ). On the first day, the researcher explained the instruction of this survey clearly and the participants were provided with CTQ to evaluate the strategies employed by them. On the second day, LCSQ were distributed among them. The participants had to responded all the questions in the limited time. Fortunately, none of the students were absent during the data collection procedure, and this factor would increase the reliability of the results. Findings of the study revealed a significant relationship between advanced EFL students' listening comprehension strategies and their critical thinking ability. Results can be significant since identifying the strategies that students apply, assist them to overcome the difficulties they might encounter in different language skills.
این مطالعه تلاشی برای بررسی رابطه بین راهبردهای درک شنیداری دانشجویان پیشرفته EFL و توانایی تفکر انتقادی آنها بود. بدین منظور 75 زبان آموز ایرانی زبان انگلیسی از هر دو جنس به عنوان افراد مورد مطالعه انتخاب شدند. همه آنها دانش آموزان پیشرفته بودند که بر اساس نمونه گیری خوشه ای انتخاب شدند. ابزار مورد استفاده، دو پرسشنامه مرتبط، پرسشنامه تفکر انتقادی (CTQ) و پرسشنامه راهبردهای درک شنیداری (LCSQ) بود. در روز اول، محقق دستورالعمل این نظرسنجی را به وضوح توضیح داد و به شرکت کنندگان برای ارزیابی راهبردهای به کار گرفته شده توسط آنها، CTQ ارائه شد. در روز دوم، LCSQ بین آنها توزیع شد. شرکت کنندگان باید به تمام سوالات در زمان محدود پاسخ می دادند. خوشبختانه هیچ یک از دانشجویان در فرآیند جمع آوری داده ها غایب نبودند و این عامل باعث افزایش پایایی نتایج می شود. یافته های این مطالعه نشان داد که بین راهبردهای درک شنیداری دانش آموزان پیشرفته EFL و توانایی تفکر انتقادی آنها رابطه معناداری وجود دارد. نتایج می تواند قابل توجه باشد زیرا شناسایی راهبردهایی که دانش آموزان به کار می گیرند، به آنها کمک می کند تا بر مشکلاتی که ممکن است در مهارت های زبانی مختلف با آن مواجه شوند غلبه کنند.
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