The Relationship between Iranian Male and Female EFL Learners’ Critical Thinking Ability and Autonomy
محورهای موضوعی : language teachingNasser Ghafoori 1 , ناصر غفوری 2
1 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
کلید واژه: critical thinking, Autonomy, EFL learners,
چکیده مقاله :
One of the main aims of the education agenda in the last decade has been to develop critical thinking and autonomy among children, in order to educate them to be activeand involved persons in society. The present study sought to examine the relationship between Iranian male and female EFL learners’ autonomy and their critical thinking ability. To this aim, the researcher used a language proficiency test, a questionnaire of autonomy, and a questionnaire of critical thinking. The study was conducted in two phases. In the first phase, 242 third-grade high school students of Urmia city were provided with a Key English Test (KET). Afterwards, 162 of them were selected as the homogenizedgroup and were given a questionnaire of autonomy and questionnaire of critical thinking. Finally, the results of 144(because some of participants did not complete their critical thinking questionnaire) participants were analyzed. The Pearson coefficient of correlation revealed that Iranian EFL learners’ autonomy and critical thinking were significantly related. The findings offered important pedagogical implications for teachers, learners, and syllabus designers.
یکی از اهداف اصلی برنامه آموزشی در قرن اخیر توسعه استدلال منطقی و یادگیری مستقل در کودکان بوده است. این کار به منظور آن انجام می شود که به آنها تعلیم داده شود که چطور در اجتماع یک فرد فعال و پویا باشند. پژوهش حاضر سعی می کند تا ارتباط توانایی استدلال انتقادی و یادگیری مستقل زبان آموزان انگلیسی ایرانی مونث و مذکر را بسنجد. جهت نیل به این هدف، محقق از تست های مهارت انگلیسی، پرسشنامه استدلال منطقی و پرسشنامه یادگیری مستقل استفاده کرده است. این مطالعه در دو مرحله انجام گرفته است. در مرحله اول یک تست مهارت انگلیسی از 242 دانش آموز کلاس سوم دبیرستان از شهرستان ارومیه به آمد. از میان این تعداد 162 نفر به عنوان یک گروه با توانایی مهارت انگلیسی مهارت انگلیسی مشابه انتخاب شدند. در مرحله بعدی از آنها یک تست استدلال منطقی و یک تست یادگیری مستقل به عمل آمد. در پایان نتایج 144 نفر( چون عده ای پرسشنامه استدلال منطقی را کامل نکرده بودند) مورد بررسی و تجزیه و تحلیل قرار گرفت. ضریب همبستگی پیرسون نشان داد بین توانایی تفکر منتقدانه و یادگیری غیروابسته زبان آموزان انگلیسی ایرانی مونث و مذکر ارتباط معناداری وجود دارد. نتایج بدست آمده از این تحقیق می تواند کاربردهای مهمی در برنامه آموزشی برای معلمان، دانش آموزان و طراحان مواد درسی داشته باشد.
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