Language Learning Context, Learning Style and Iranian EFL Students’ Essay Writing Performance: A Critical Thinking Perspective in a Web. 2.0 Environment

2015 ◽  
Vol 5 (7) ◽  
pp. 1412 ◽  
Author(s):  
Saeid Malek Mohammadi ◽  
Mohammad Reza Talebinejad
Keyword(s):  
Critical Thinking ◽  
Web 2.0 ◽  
Language Learning ◽  
Learning Style ◽  
Learning Context ◽  
Writing Performance ◽  
Essay Writing ◽  
Context Learning ◽  
Efl Students

scholarly journals Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

2018 ◽  
Vol 7 (5) ◽  
pp. 116
Author(s):  
Dilek Cakici
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Efl Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

Personal Learning Environments for Language Learning

2009 ◽  
pp. 451-471 ◽  
Author(s):  
Sarah Guth
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Learning Style ◽  
Information Overload ◽  
Social Software ◽  
Self Directed Learning ◽  
Web 2.0 Tools ◽  
Personal Learning ◽  
The Right ◽  
Authentic Language

This chapter discusses the potential of social software and Web 2.0 tools to enhance language learning in a blended learning context. It describes an English as a Foreign Language course that introduces students to several Web 2.0 tools with the aim of helping them develop their own Personal Learning Environment. As students become familiar with the almost endless opportunities for accessing and participating in authentic language on the Web today, they must also learn to find appropriate resources, filter unsuitable materials, manage this information overload, and decide which tools best suit their own learning style. The chapter argues that accompanied with the right pedagogical approach, these tools enhance learning by allowing students to engage in self-directed learning and gain skills and resources that are transferable to their informal, lifelong language learning.

scholarly journals Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

2019 ◽  
Vol 6 (11) ◽  
pp. 302-313
Author(s):  
Hery Yufrizal
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Academic Language ◽  
Control Group ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Efl Students ◽  
Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement  

scholarly journals Enhancing Learners’ Writing Performance through Blog-Assisted Language Learning

2019 ◽  
Vol 14 (09) ◽  
pp. 61 ◽  
Author(s):  
Teguh Sulistyo ◽  
Nur Mukminatien ◽  
Bambang Yudi Cahyono ◽  
Ali Saukah
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Education ◽  
Collaborative Action Research ◽  
Writing Performance ◽  
Essay Writing ◽  
Efl Learners ◽  
Writing Test ◽  
Writing Class

ABSTRACT-The present study aims at investigating how Blog-Assisted Language Learning (BALL) can enhance EFL tertiary learners’ writing performance covering complexity, accuracy, and fluency through collaborative action research while at the same time it seeks to discover new knowledge that can inform the implementation of BALL in a writing class. This study employed Collaborative Classroom Action Research conducted in one cycle in one consecutive semester intended to make improvement in the teaching and learning of writing using BALL. There were 30 students of a university level majoring in English Education Department who joined Advanced Essay Writing Class in this study. The data were collected through interview, open-ended questionnaire followed by in-depth interview, and writing test. The findings showed that EFL learners improve their writing performance and they become more active in online class condition with two atmospheres: collaboration and competition among the learners. Keywords: BALL, EFL Learners, writing performance, action research.

scholarly journals Critical Thinking and Willingness to Communicate among EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 375
Author(s):  
Ahmad Yaghoubi
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Willingness To Communicate ◽  
Psychological Constructs ◽  
Argument Evaluation ◽  
Efl Students ◽  
Major Variable ◽  
Tehran Province ◽  
English Students ◽  
Determining Factor

The purpose of the study has been to determine the existence of any significant relationship between willingness to communicate as a determining factor in language learning and critical thinking and its psychological constructs. The five psychological levels of critical thinking are inference ability, recognizing assumption ability, deduction ability, interpretation ability and argument evaluation ability. There were two instruments implemented so as to obtain as valid data as possible. First, Willingness to Communicate Questionnaire (WTCQ) was adapted from MacIntyre, Baker, Clément and Conrod (2001) to measure students’ willingness to communicate. The second instrument was Critical Thinking Questionnaire (CTQ) which was adapted from Watson & Glaser (1994), and it was intended to gauge critical thinking and the related psychological constructs. The sample of the study included 360 BA English students who were selected based on the multistage random sampling from the English students at Islamic Azad University branches of Tehran province. The research has been conducted based on a descriptive correlational study which resulted in the existence of significant positive correlation between all psychological levels of critical thinking and willingness to communicate. Moreover, critical thinking as a major variable was also found significantly correlated with willingness to communicate.

scholarly journals Tracking Saudi EFL Students’ Reflections of Online Learning During Coronavirus: Different Rounds

2021 ◽  
Vol 6 ◽  
Author(s):  
Ahmed Al Shlowiy
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Educational Systems ◽  
Learning Context ◽  
Teaching English ◽  
Virtual Tools ◽  
Efl Context ◽  
Efl Students ◽  
Reflective Questions

The sudden shift into online learning due to COVID-19 has produced many challenges and new educational approaches across all educational systems. Language learning systems were enforced to utilize fully remote education solutions. Responding to COVID-19 is a crucial investigation to find out the challenges, barriers, suggestions, concerns, and deficiencies of teaching English in Saudi Arabia. It also assists in developing the Saudi English as a Foreign Language (EFL) context in the future and support its students, teachers, and policymakers. This study tracks the influence of this shift on the EFL students in a Saudi high school. Data collection depends on reflective questions sent to the students through the survey and WhatsApp Group three times during the pandemic: April 2020, October 2020, and April 2021. The results show that students faced several threats, ambiguities, and deficiencies that are classified into: (a) students’ emotions, (b) learning environment, (c) student characteristics, and (d) deficiencies and needs. The students gradually acquired experience to deal with those issues and cope with their frustration. Then, they performed in either positive or negative ways depending on their acceptance of the online learning context. The study ends with some implications to efficiently use different virtual tools in the EFL context.

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