The Effect of the Cognitive Research Trust Program for Development of Thinking Skills on the Achievement of the Jordanian English Language Learners

2016 ◽  
Vol 2 (1) ◽  
pp. 442-450
Author(s):  
Samer Radwan Ahmed Hmeadat
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Thinking Skills ◽  
Cognitive Research

scholarly journals The Effect of the Cognitive Research Trust Program for Development of Thinking Skills on the Achievement of the Jordanian English Language Learners

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Samer Radwan Ahmed Hmeadat
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Conventional Method ◽  
English Language ◽  
Thinking Skills ◽  
Male Students ◽  
Control Group ◽  
Cognitive Research ◽  
The Mean ◽  
Experimental Group

Aim: To investigate the effect of the CoRT(Cognitive Research Trust) program for the development of thinking skills on the achievement of the Jordanian English language learners. The length of the program did not exceed more than three months and a half, starting from the warming-up period in the first semester to the achievement test. Methods: The study sample consisted of (86) students from the seventh grade in Al Nahda Islamic Modern Private Schools, The First Directorate of Education in Zarqa District. The subjects were divided into four groups. Two experimental groups consisted of (34) male students who were taught two units in the curriculum (Aim High1) through the CoRT program. The other two control groups consisted of (34) male students who were taught the same content through the conventional strategy. Analysis of ANOVA was performed to test the statistical significance of the differences between the experimental group who was taught through the CoRT and the control group who was taught through the conventional method. Result: It revealed that there was a statistical significant difference at the level (α =0.05) in the mean scores between the experimental group and the control group in favor of the experimental group. Interestingly, the current study adopted the experimental design. Conclusion: There were statistically significant differences between the mean scores of the subjects of the experimental groups who studied through the CoRT as a new instructional model and the control group who studied through the conventional method in favor of the experimental groups.

scholarly journals The Impact of Dialogic Teaching on English Language Learners’ Speaking and Thinking Skills

2017 ◽  
Vol 8 (4) ◽  
pp. 49-67 ◽  
Author(s):  
Ishraga Elhassan ◽  
Mohammed Adam
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Thinking Skills ◽  
Dialogic Teaching ◽  
The Impact

scholarly journals The Effectiveness of Visual Mind Mapping Strategy for Improving English Language Learners' Critical Thinking Skills and Reading Ability

2022 ◽  
Vol 11 (1) ◽  
pp. 141-150
Author(s):  
Wafa’ A. ◽  
Moath Khalaf
Keyword(s):  
English Language Learners ◽  
Critical Thinking ◽  
Language Learners ◽  
Reading Ability ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
And Control

<p style="text-align: justify;">This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p < .005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group’s scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.</p>

scholarly journals Incorporating Authentic Materials and Digital Taxonomy in Teaching English: Pragmatic Innovation Through Integrative CALL

2019 ◽  
Vol 9 (6) ◽  
pp. 292
Author(s):  
Ahmed Al Shlowiy ◽  
Marvin Wacnag Lidawan
Keyword(s):  
English Language Learners ◽  
Critical Thinking ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Thinking Skills ◽  
Computer Assisted ◽  
Authentic Materials ◽  
Assisted Instruction ◽  
Single Material

This article centers on the development of multimedia and technology that proliferates around 21st century English language learners creating a media&mdash;rich environment, but accessibility of these may not be similar on how other learners may benefit. This imparts how learners benefit indiscriminately through integrative Computer Assisted Language Learning (CALL) with pragmatic tasks from authentic materials incorporating digital taxonomy. As adapted methods, a rigid review of related studies and practical examples to underpin three conceptualized techniques. These were subjected for exemplification in the discussion: (a) producing varied independent outputs through different materials, (b) creating a single independent output through intertwined task from a single material, and (c) producing varied independent outputs from varied tasks through a single material. It is recommended that researches alluding to this paper must be conducted quantitatively to find out the correlation or significance of students&rsquo; critical thinking achievement with the engagement of digital taxonomy such as what Cotton (1991) emphasized that Computer Assisted Instruction aids the development of students&rsquo; critical thinking in which learners&rsquo; Higher Order Thinking skills (HOTs) activities are generated from varied computer manipulation. She further supported her study and claims through experimental researches conducted by Bass and Perkins (1984); Riding and Powell (1987); Pogrow (1988) and Baum (1990) that tend to be dominant manifestations prior to the formal discovery of digital taxonomy, its importance has been pioneered by several scholars.

scholarly journals The Impact of Dialogic Teaching on English Language Learners’ Speaking and Thinking Skills

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Ishraga Bashir Mohammed Elhassan ◽  
Mohammed Idris Adam
Keyword(s):  
English Language Learners ◽  
Critical Thinking ◽  
Data Analysis ◽  
Language Learners ◽  
English Language ◽  
Thinking Skills ◽  
Significant Issue ◽  
Dialogic Teaching ◽  
The Impact ◽  
Speaking Skills

This paper aims to investigate the influence of dialogic teaching on the development of the learners' speaking skills and critical thinking. It is questioning why Sudanese tertiary students are unable to express themselves efficiently and comfortably. This seems crucial and imperative for a college student and it shouldn’t shape any obstacle as a prerequisite for future development. Accordingly, this paper poses a significant issue that every learner of English needs to ponder. To collect data for the study, three tools has been used; a questionnaire, an interview and an observational checklist. The questionnaire was distributed throughout the students of second, third and fourth year university students who had been selected from different Sudanese universities. The collected data is analyzed quantitatively and qualitatively. Data analysis has shown that dialogic teaching enables students to develop the skills of argumentation, questioning and debate which contribute to the development of their critical thinking and speaking skills. Generally, the findings indicate that authentic dialogic teaching components are effective if students are given enough time to practice its skills. Hence recommendations for exposing learners to a variety of medium of speaking like dialogues, debate, argumentation and questioning are made to facilitate teachers to be more well-informed with dialogic teaching approach.

scholarly journals The Impact of Loss and Alienation in English Language Learners

2021 ◽  
Vol 120 ◽  
pp. 42-49
Author(s):  
Miguel Abrantes Antunes
Keyword(s):  
English Language Learners ◽  
Standardized Testing ◽  
Language Learners ◽  
English Language ◽  
Critical Consciousness ◽  
Immigrant Students ◽  
Thinking Skills ◽  
Educational Institutions ◽  
Emotional Impact ◽  
The Impact

Educational institutions have the capacity to support immigrant students and English Language Learners through their emotional struggles with racial melancholia, dissociation, and cultural assimilation by utilizing validating curricula that promotes critical consciousness. Unfortunately, many secondary educational institutions routinely neglect the persistent emotional impact of racial melancholia and dissociation while instituting oppressive Eurocentric curriculum teeming with white privilege that undermines cultural diversity. A primary reason why so much modern humanities curricula is devoid of diversity and humanity is because it is subordinate to standardized testing leading to rote, ineffectual academic experiences negating the development of critical thinking skills and critical consciousness for immigrant students and English Language Learners. 

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language
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