تأثیر تدریس مهارت‌های تفکر انتقادی بر انگیزه زبان‌آموزان سطح پبشرفته ایرانی
محورهای موضوعی : روانشناسی تربیتی
پروانه رجعتی
1
(گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
نسرین حدیدی‌تمجید
2
(گروه زبان‌انگیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
سعیده آهنگری
3
(گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
کلید واژه: انگیزه, مهارت‌های تفکر انتقادی,
چکیده مقاله :
تفکر انتقادی، به عنوان یکی از بهترین مهارت‌هایی که معلمان از آن بهره می‌جویند فواید زیادی برای زبان‌آموزان در افزایش انگیزه‌ی آنها می‌تواند داشته باشد. در این تحقیق سعی شده است که تأثیر تدریس مهارت‌های تفکر انتقادی بر انگیزه زبان آموزان سطح پیشرفته ایرانی مورد بررسی قرار گیرد. این تحقیق در مرکز آموزش زبان سیمین در تبریز انجام شده بود. از میان 60 نفر زبان‌آموز ابتدایی، 42 نفر براساس نتایج تست مهارتی تافل انتخاب شده بودند. سپس، زبان‌آموزان انتخاب شده به طور تصادفی به یک گروه تجربی و یک گروه کنترل و هر گروه به 21 زبان‌آموز تقسیم شدند. یک پرسشنامه انگیزه، برگرفته از سلیمی(2000)، شامل 36 آیتم در مقیاس لیکرت 5 گزینه‌ای در ابتدای این تحقیق به دانش‌آموزان در هر دو گروه تجربی و کنترل به منظور ارزیابی انگیزه دانش‌آموزان داه شد. متعاقباً، پرسشنامه ارزیابی تفکر انتقادی “Watson and Glaser”(1980) شامل 80 آیتم در 5 زیر مجموعه، نشان دهنده زیرمجموعه مهارت‌های تفکر انتقادی، به 21 دانش‌آموز در گروه تجربی داده شد. زیر مجموعه مهارت‌های تفکر انتقادی شامل مهارت‌هایی همچون استنتاج، شناسایی فرضیه‌ها، استنباط، تفسیر، و ارزیابی استدلال‌ها بود. آموزش تفکر انتقادی به مدت 10 جلسه دوبار در هفته برای دانش‌آموزان پیشرفته طول کشید که در هر جلسه، 20 دقیقه به آموزش اختصاص داده شد بود. آموزش سنتی در گروه کنترل اجرا شد. تحلیل نمرات انگیزه، بدست آمده از طریق آزمون تی- تست مستقل در انتهای آموزش، نشان داد که تدریس مهارت‌های تفکر انتقادی تأثیر معنی‌داری در بالا بردن انگیزه شرکت‌کنندگان داشت. نتایج بدست آمده می‌تواند پیامدهایی برای معلمان داشته باشد. از طریق به کار بردن مهارت‌های تفکر انتقادی در کلاس‌هایشان، معلمان می توانند به بالا بردن انگیزه دانش آموزان خود کمک کرده و یادگیری آنها را بهبود دهند
Critical thinking, being one of the many skills teachers should teach, might be of great advantage to learners in improving their motivation. The present study was an attempt to probe the effect of teaching critical thinking skills on the Iranian advanced EFL learners' motivation. The study was carried out at Simin language center in Tabriz. From among 60 initial participants, 42 were selected based on the results of TOEFL Proficiency test. Then, the selected participants were randomly assigned to an experimental and a control group, each consisting of 21 participants. A motivation questionnaire, adopted from Salimi (2000), including 36 items on a 5- point Likert Scale, was administered at the beginning of the study to the students in both experimental and control groups in order to evaluate their motivation. Subsequently, the Watson and Glaser (1980) critical thinking appraisal, comprising 80 items on five subtests, representing critical thinking sub skills, were instructed to the 21 students in the experimental group.. The sub skills of critical thinking included skills such as inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. The instructional treatment took 10 sessions twice a week for advanced students. In each session, 20 minutes were devoted to the treatment. The traditional instruction was conducted in the control group. Analyzing the motivation scores, attained through independent samples t-test at the end of the treatment, and showed that teaching critical thinking skills had significant effect on enhancing the participantsʼ motivation. The obtained results have some implications for teachers. Through applying critical thinking skills in their classes, teachers can help their students enhance their motivation, and thus, improve their learning
Bessick, S. C. (2008). Improved critical thinking skills as a result of direct instruction and their relationship to academic achievement. (doctoral dissertation).US: Indiana University of Pennsylvania.
Chaffee, J. (1985).Thinking critically. Boston: Houghton Miftlin Company.
Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. GEMA Online Journal of Language Studies, 10(2), 37-56.
Davidson, B., & Dunham, R. (1997). Assessing EFL student progress in critical thinking with the Ennis-Weir Critical Thinking Essay Test. JALT Journal, 19, 43–57.
Davidson, B.W. (1998). A case for critical thinking in the English language classroom. TESOL Quarterly, 32 (1), 119-123.
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L 2 motivation. Working Papers in Applied Linguistics, 4, 43–69.
Dornyei, Z. (2001). Teaching and researching motivation. England: Pearson Education Ltd.
Ennis, R. (1996). Critical thinking assessment. Theory into Practice, 32(3), 179-186.
Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relation to critical thinking skill. Informal Logic, 20 (1), 61–84.
Fahim, M., & Hajimaghsoodi, A. (2014). The relationship between motivation and critical thinking ability of Iranian EFL learners. Annual International Journal of Language Learning and Applied Linguistics World, 5(2), 605-619.
Fahim, M., & Mirzaii, M. (2014). Improving EFL argumentative writing: A dialogic critical thinking approach. International Journal of Research Studies in Language Learning, 3(1), 3-20.
Garcia, T., & Pintrich, P. R. (1992). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor: National Center for Research to Improve Post-secondary Teaching and Learning.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (1985b). The Attitude/Motivation Test Battery: Technical Report. London, ON: University of Western Ontario.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Ghanizadeh, A., & Moafian, M. (2011). Critical thinking and emotional intelligence: investigating the relationship among EFL learners and the contribution of age and gender. Iranian Journal of AppliedLinguistics, 14(1), 23-48.
Halonen, J. S. (1995). Demystifying critical thinking. Teaching of Psychology, 22 (1),75–81.
Halpern, D. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449-455.
Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, 80, 69-74.
Huitt, W. (1998). Critical thinking: An overview. Educational Psychology Interactive.US: Valdosta State University.
Kadir, M. A. A. (2007). Critical thinking: A family resemblance in conceptions. Journal of Education and Human Development, 1(2), 1-11.
Kormos, J., & Csizer, K. (2010).A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students. International Journal of Applied Linguistics, 20, 232-250.
Laine, J.E. (1988). The affective filter in foreign language learning and teaching (Report2). Jyväskylä Cross- Language Studies, 15.
Noels, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teachers' communicative Style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23–34.
Noels, K., Clement, R., & Pelletier, L. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57, 424– 444. Retrieved December1, 2005, from http://www.utpjournals.com/jour.ihtml?lp=product/cmlr/ 573/573- Noels.html
Paul, R. W. (1995). Critical thinking: How to prepare students for a rapidly changing world. Dillon Beach, CA: Foundation for Critical Thinking.
Rashidian, K. (2009). The comparison between critical thinking and creativity among gifted students and normal students in Dezful. (Unpublished Master’s Thesis). Islamic Azad University, Dezful, Iran.
Rugutt, J., & Chemosit, C. C. (2009). What motivates students to learn? Contribution of student-to-student relations, student-faculty interaction and critical thinking skills. Educational Research Quarterly, 32(3), 16-28.
Salimi, M. R. (2000). Affective Factors in Learning English: A Study of the Filter. (Unpublished Master's Thesis). Shiraz University, Shiraz, Iran.
Satariyan, A. (2010). On the relationship between intensive reading and critical thinking. ESL/EFL/TEFL Teaching Information. Retrieved March 20, 2013, from http://www.totalesl.com/e_articles_print.php?id=395
Soodmand Afshar, H., Rahimi, A., & Rahimi, M. (2014).Instrumental motivation, critical thinking, autonomy and academic achievement of Iranian EFL learners. Issues in Educational Research, 24(3), 281-298.
Stapleton, P. (2002). Critical thinking in Japanese L2 writing: rethinking tired construct. ELT Journal, 56(3).
Thadphoothon, J. (2005). Promoting Critical Thinking in Language Learning through Computer- Mediated Collaborative Learning: A Preliminary Investigation. Retrieved March 16, 2016 from http://www. co-operation.org/
Thomas, G., & Smoot, G. (1994). Critical thinking: A vital work skill. Trust for Educational Leadership, 23, 34-38.
Valenzuela, J., Nieto, A. M., & Saiz, C. (2011). Critical thinking motivational scale (CTMS): A contribution to the study of relationship between critical thinking and motivation. Electronic Journal of Research in Educational Psychology, 9 (24), 823-848.
Willingham, D.T. (2007).Critical thinking: why is it hard to teach? Arts Education Policy Review, 109(4), 21- 29.
Xu, X. (2011). The relationship between language learning motivation and the choice of language learning strategies among Chinese graduates. International Journal of English Linguistics, 1(2), 203-212.
Zahedi, M., &Tabatabaie, O. (2012). The Effect of Collaborative Learning on Iranian Intermediate EFL Learners’ Oral Skills and Motivation. Advances in English Linguistics (AEL), 1(3). Retrieved from http:// www.worldsciencepublisher.org
_||_Bessick, S. C. (2008). Improved critical thinking skills as a result of direct instruction and their relationship to academic achievement. (doctoral dissertation).US: Indiana University of Pennsylvania.
Chaffee, J. (1985).Thinking critically. Boston: Houghton Miftlin Company.
Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. GEMA Online Journal of Language Studies, 10(2), 37-56.
Davidson, B., & Dunham, R. (1997). Assessing EFL student progress in critical thinking with the Ennis-Weir Critical Thinking Essay Test. JALT Journal, 19, 43–57.
Davidson, B.W. (1998). A case for critical thinking in the English language classroom. TESOL Quarterly, 32 (1), 119-123.
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L 2 motivation. Working Papers in Applied Linguistics, 4, 43–69.
Dornyei, Z. (2001). Teaching and researching motivation. England: Pearson Education Ltd.
Ennis, R. (1996). Critical thinking assessment. Theory into Practice, 32(3), 179-186.
Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relation to critical thinking skill. Informal Logic, 20 (1), 61–84.
Fahim, M., & Hajimaghsoodi, A. (2014). The relationship between motivation and critical thinking ability of Iranian EFL learners. Annual International Journal of Language Learning and Applied Linguistics World, 5(2), 605-619.
Fahim, M., & Mirzaii, M. (2014). Improving EFL argumentative writing: A dialogic critical thinking approach. International Journal of Research Studies in Language Learning, 3(1), 3-20.
Garcia, T., & Pintrich, P. R. (1992). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor: National Center for Research to Improve Post-secondary Teaching and Learning.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (1985b). The Attitude/Motivation Test Battery: Technical Report. London, ON: University of Western Ontario.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Ghanizadeh, A., & Moafian, M. (2011). Critical thinking and emotional intelligence: investigating the relationship among EFL learners and the contribution of age and gender. Iranian Journal of AppliedLinguistics, 14(1), 23-48.
Halonen, J. S. (1995). Demystifying critical thinking. Teaching of Psychology, 22 (1),75–81.
Halpern, D. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449-455.
Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, 80, 69-74.
Huitt, W. (1998). Critical thinking: An overview. Educational Psychology Interactive.US: Valdosta State University.
Kadir, M. A. A. (2007). Critical thinking: A family resemblance in conceptions. Journal of Education and Human Development, 1(2), 1-11.
Kormos, J., & Csizer, K. (2010).A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students. International Journal of Applied Linguistics, 20, 232-250.
Laine, J.E. (1988). The affective filter in foreign language learning and teaching (Report2). Jyväskylä Cross- Language Studies, 15.
Noels, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teachers' communicative Style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23–34.
Noels, K., Clement, R., & Pelletier, L. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57, 424– 444. Retrieved December1, 2005, from http://www.utpjournals.com/jour.ihtml?lp=product/cmlr/ 573/573- Noels.html
Paul, R. W. (1995). Critical thinking: How to prepare students for a rapidly changing world. Dillon Beach, CA: Foundation for Critical Thinking.
Rashidian, K. (2009). The comparison between critical thinking and creativity among gifted students and normal students in Dezful. (Unpublished Master’s Thesis). Islamic Azad University, Dezful, Iran.
Rugutt, J., & Chemosit, C. C. (2009). What motivates students to learn? Contribution of student-to-student relations, student-faculty interaction and critical thinking skills. Educational Research Quarterly, 32(3), 16-28.
Salimi, M. R. (2000). Affective Factors in Learning English: A Study of the Filter. (Unpublished Master's Thesis). Shiraz University, Shiraz, Iran.
Satariyan, A. (2010). On the relationship between intensive reading and critical thinking. ESL/EFL/TEFL Teaching Information. Retrieved March 20, 2013, from http://www.totalesl.com/e_articles_print.php?id=395
Soodmand Afshar, H., Rahimi, A., & Rahimi, M. (2014).Instrumental motivation, critical thinking, autonomy and academic achievement of Iranian EFL learners. Issues in Educational Research, 24(3), 281-298.
Stapleton, P. (2002). Critical thinking in Japanese L2 writing: rethinking tired construct. ELT Journal, 56(3).
Thadphoothon, J. (2005). Promoting Critical Thinking in Language Learning through Computer- Mediated Collaborative Learning: A Preliminary Investigation. Retrieved March 16, 2016 from http://www. co-operation.org/
Thomas, G., & Smoot, G. (1994). Critical thinking: A vital work skill. Trust for Educational Leadership, 23, 34-38.
Valenzuela, J., Nieto, A. M., & Saiz, C. (2011). Critical thinking motivational scale (CTMS): A contribution to the study of relationship between critical thinking and motivation. Electronic Journal of Research in Educational Psychology, 9 (24), 823-848.
Willingham, D.T. (2007).Critical thinking: why is it hard to teach? Arts Education Policy Review, 109(4), 21- 29.
Xu, X. (2011). The relationship between language learning motivation and the choice of language learning strategies among Chinese graduates. International Journal of English Linguistics, 1(2), 203-212.
Zahedi, M., &Tabatabaie, O. (2012). The Effect of Collaborative Learning on Iranian Intermediate EFL Learners’ Oral Skills and Motivation. Advances in English Linguistics (AEL), 1(3). Retrieved from http:// www.worldsciencepublisher.org