ENHANCING CRITICAL THINKING OF THAI EFL LEARNERS THROUGH QUESTIONING TECHNIQUE

Examining the theme, plot, and characters of a literary work is a common practice for students of literature so that they can criticize literature. Unlike a non-critical reading which provides readers only with facts, a critical reading also entails depicting how a book or a source illustrates the subject matter. Through various reading procedures including interpretation, inference and examining ideologies embedded in texts, readers can develop critical thinking. This paper aims at examining whether or not there is a relationship between critical thinking and critical reading of literary texts in higher education. To meet the mentioned aim, 121 EFL learners from Arak University were invited to participate in this study. After administrating English proficiency test, total numbers of students were 98 male and female. Data analysis was done through employing ANOVA and T-test.

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Learning-Oriented Assessment, Critical Thinking and English Language Speaking Skills: Exploratory Study of Saudi EFL Learners

International Journal of English Language Education ◽

10.5296/ijele.v7i1.14528 ◽

2019 ◽

Vol 7 (1) ◽

pp. 37

Author(s):

Mansoor S. Almalki

Keyword(s):

Critical Thinking ◽

Exploratory Study ◽

English Language ◽

Peer Assessment ◽

Vital Role ◽

Efl Learners ◽

Whole Process ◽

Speaking Proficiency ◽

Daunting Task ◽

English Speaking

This exploratory study uses the theoretical underpinnings of Learning-Oriented Assessment (LOA) to investigate Saudi EFL learners’ perceptions as well as their progress in the comparative analysis of an LOA group of students and a traditional control class at Taif University English Language Centre (TUELC). The study uses both quantitative and qualitative techniques to assess how learners in the LOA group improve their English speaking proficiency during the course. The data shows that LOA proved to be a successful resource in the whole process. Answering three research questions, the study concludes that LOA may prove to be a daunting task for teachers due to their excessive monitoring responsibilities, yet it plays a vital role in improving the learners’ critical thinking, their abilities for self and peer assessment and improving their overall English language skills.

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Exploring the Effectiveness of Critical Thinking on Vocabulary Learning by Malaysian EFL Learners

Journal of Studies in Education ◽

10.5296/jse.v6i2.9520 ◽

2016 ◽

Vol 6 (2) ◽

pp. 213

Author(s):

Maryam Sharafi Nejad ◽

Shohreh Raftari ◽

Lin Siew Eng

Keyword(s):

Critical Thinking ◽

Vocabulary Learning ◽

Vocabulary Knowledge ◽

Control Group ◽

Efl Learners ◽

Male Undergraduate ◽

Significant Difference ◽

Thinking Strategies ◽

Post Test ◽

Experimental Group

<p>Based on the findings of previous studies which highlight the role of vocabulary knowledge in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’ learning process, this study is aimed at exploring<strong> </strong>the effectiveness of critical thinking on vocabulary learning by Malaysian EFL learners. .To achieve the purpose of this study, 60 male undergraduate EFL learners studying English at Asian EFL Academy Language Institute in Pinang were selected after administering Preliminary English Test.To examine whether there is a significant difference between experimental and control group, two parallel versions of Vocabulary Knowledge Scale (Pribakht & Wesche, 1993) were used as pre-test and post-test. The participants in experimental group were instructed on how to employ critical thinking strategies on vocabulary learning. The results of the post-test showed that the experimental group who received formal instruction based on the critical thinking strategies revealed the prominent <a href="https://www.google.com.my/search?newwindow=1&biw=1366&bih=609&q=define+development&sa=X&sqi=2&ved=0ahUKEwjsxaLZw_nLAhVMFJQKHWTjC10Q_SoIHjAA">development</a> and interest in vocabulary learning. The t-test also indicated a significant difference between the performance of the control and experimental group.</p>

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The Effects of Raising Iranian Intermediate EFL Learners’ Critical Thinking on Vocabulary Learning

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2014.03.409 ◽

2014 ◽

Vol 98 ◽

pp. 212-219 ◽

Cited By ~ 1

Author(s):

Saeedeh Allahverdi Purfallah ◽

Javad Gholami

Keyword(s):

Critical Thinking ◽

Vocabulary Learning ◽

Efl Learners

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The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian Intermediate EFL Learners

Theory and Practice in Language Studies ◽

10.17507/tpls.0609.21 ◽

2016 ◽

Vol 6 (9) ◽

pp. 1869 ◽

Cited By ~ 2

Author(s):

Lotfollah Karimi ◽

Farshad Veisi

Keyword(s):

Reading Comprehension ◽

Critical Thinking ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Teaching Reading ◽

Efl Learners ◽

Post Test ◽

And Control ◽

The Impact

the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pre-test, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences. To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.

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