scholarly journals Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening comprehension and critical thinking ability

2020 ◽  
Vol 8 (2) ◽  
pp. 94-113
Author(s):  
Akram Faravani ◽  
Ensie Taleb
Keyword(s):  
Critical Thinking ◽  
Listening Comprehension ◽  
Higher Order ◽  
Control Group ◽  
Efl Learners ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Impact ◽  
Experimental Group ◽  
Higher Order Questions

Abstract The current emphasis on questioning techniques has inspired many EFL teachers to explore the impact of applying different pedagogical teaching strategies on the enhancement of thinking skills. Therefore, the present study aims to investigate the influence of using higher order questioning technique on the listening comprehension achievement and critical thinking ability of Iranian intermediate EFL learners. To reach this end, 40 participants in 4 intact classes in Kish Air Language institute in Mashhad were selected and divided in two groups to be assigned into experimental and control group. The experimental group received higher order questions based on Bloom’s Taxonomy classification for 12 sessions. A pretest and a posttest of English listening comprehension test of TOEFL (TOEFL PBT) and California Critical Thinking Skill Test (CCTST) were administrated in both groups. 2 Independent sample t-tests were utilized to examine the data. Sample t-tests were run to compare the experimental and the control group means on the pretest and posttest of listening comprehension and critical thinking tests. The results surmised that there was a statistically significant difference between the pretest and posttest scores regarding listening comprehension and critical thinking in the experimental group. The results imply that using higher order questions as an instructional technique can enhance learners’ listening comprehension achievement and critical thinking ability.

scholarly journals The Impact of Reflective Writing on Writing Achievement, Vocabulary Achievement and Critical Thinking of Intermediate EFL Learners

2015 ◽  
Vol 5 (3) ◽  
pp. 174
Author(s):  
Narges Laqaei
Keyword(s):  
Critical Thinking ◽  
Reflective Writing ◽  
Control Group ◽  
Vocabulary Test ◽  
Writing Achievement ◽  
Efl Learners ◽  
Writing Practices ◽  
The Impact ◽  
Experimental Group ◽  
Vocabulary Achievement

<p>The present study investigated the effectiveness of a rather newly- developed method in language teaching that was reflective writing in improving EFL learners’ writing achievement, vocabulary achievement and critical thinking. To fulfill the purpose of the study, first 60 participants from among 100 intermediate learners studying at Tehran University of Medical Sciences were chosen by means of administrating Preliminary English Test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey(2000),. Then through administrating the writing section of the standard preliminary English test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey (2000), 60 out of 90 remaining learners were chosen to serve as the participants of the study. Two groups, a control group and an experimental group, were formed. The experimental group was provided with reflective writing instructions, while the control group received the routine writing practices. To see if the independent variable had significant effects on writing achievement, vocabulary achievement, and critical thinking, a Multivariate Analysis of Variance test was run the results of which revealed that the treatment significantly improved vocabulary, writing and critical thinking of the learners. </p>

scholarly journals Improving Students’ Critical Thinking Ability in Exposition Text Through E-Writing

2021 ◽  
Vol 1 (4) ◽  
pp. 434-450
Author(s):  
Dedeh Rohayati ◽  
Lilies Youlia Friatin
Keyword(s):  
Critical Thinking ◽  
Traditional Method ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Whitney Test ◽  
Thinking Ability ◽  
Post Test ◽  
Mean Differences ◽  
And Control ◽  
Experimental Group

The high increase of electronic media supported by internet resulted in accessing all information easily. Concurrently, the requirement of thinking critically intrigued all parties to be involved in the internet environment. This research aimed at investigating whether or not there were significant mean differences of critical thinking ability in writing exposition text between students who were taught by using E-writing method and those who were given traditional method of writing. The study employed quantitative paradigm design with the type of quasi experimental and involved students which was selected purposively and formed into experimental group and control group. The primary data was the result of pre-test and post-test in the form of essays which were scored by the Holistic Critical Thinking Scoring Rubric (HTCR) developed by Facione & Facione (2011). Based on the result of pre-test and post-test, NGain was analyzed through Man Whitney test to find out the significant mean different of students’ critical thinking ability. After being analyzed by using SPSS 23, the Mann Whitney test came up with the accepted hypotheses i.e., there were significant mean differences of critical thinking ability between experiment group and control group, with mean of NGain score for experimental group was higher than control group had. The statistical output of Mann Whitney test obtained implied that students’ critical thinking ability were influenced by E-writing method. The result of the study convinced that E-writing contributed greater improvement in students’ critical thinking ability than the traditional method did. The finding of present study provided evidence for the effectiveness of E-writing in increasing the students’ ability in thinking critically in writing exposition text.

scholarly journals The Impact of Teaching Reasoning Fallacies on the Critical Thinking Ability of MoroccanEngineering Students

2021 ◽  
Vol 2 (4) ◽  
pp. 75-90
Author(s):  
Brahim Khartite ◽  
HELLALET NADIA
Keyword(s):  
Critical Thinking ◽  
Structured Interview ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Material Development ◽  
Paired Samples ◽  
Thinking Ability ◽  
Post Test ◽  
Critical Thinking Instruction ◽  
The Impact

This research paper reports an experimental study geared to examine the effect of teaching reasoning fallacies on the critical thinking ability of a group of Moroccan university students. In a random assignment post-test design, 40 subjects took part in study-treatment.  While the subjects in both experimental groups (n 20) received a treatment on how to avoid and spot fallacies in arguments, the control group was involved straightway in taking the pre-test and the post test (with no prior assistance) for comparison purposes. After the treatment -which consisted in having the experimental group (n 20 subjects) receive a training on the meaning of 15 reasoning fallacies and reinforcements tasks on how to identify them in statements and how to avoid them when they speak or write - all the subjects answered a twenty item  multiple-choicetest and 5 of them responded to structured interview to identify their attitudes.  The final scores were then subjected to descriptive as well as referential statistics (independent and paired samples T-test) for between group comparison purposes. The results reveal a significant facilitative and positive effect of reasoning fallacies training understudy and particularly so when compared to the control condition. A follow-up investigation through an independent samplest-test) attested to the fact that the training resulted in an increased critical thinking ability as measured by the receptive and productive and this is particularly so when compared to the control condition. The study concludes with the main finding together with their interpretation. Some practical implications related to critical thinking instruction, lesson planning and material development, in general, brings the paper full circled.

scholarly journals Pengaruh Model Pembelajaran Predict Observe Explain Write terhadap Kemampuan Berpikir Kritis Siswa Kelas X SMA Negeri 2 Sukoharjo Tahun Pelajaran 2012/2013

BIO-PEDAGOGI ◽  
2013 ◽  
Vol 2 (2) ◽  
pp. 9
Author(s):  
Hikmah Wardatun ◽  
Sri Dwiastuti ◽  
Puguh Karyanto
Keyword(s):  
Critical Thinking ◽  
T Test ◽  
Control Group ◽  
Cluster Sampling ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

<p>This research aimed to find out whether or not there is an effect of Predict Observe Explain Write on the critical thinking ability of the X graders of SMA Negeri 2 Sukoharjo in academic year on 2012/2013. This study was a quasi experiment research. Posstet only nonequivalent control group design is used in this research. The population of research was all X grades of SMA Negeri 2 Sukoharjo in academic year 2012/2013 consisiting 285 students. Cluster sampling.is used to this research. The result of cluster sampling is choosen for X6 as experimental gruop and X7 as control group. Predict observe explain write model is applied in experimental group and conventional model is applied in control group.  The data was collected by using critical thinking test, observastion sheet, and school documents. The data were analyzed by t-test. The results of this research shows that the mean of student’s capability of critical thinking in experiment class higher than control class, it was 70,41 for experiment class and 61,98 for control class.  The result of hypothesis is analyzed by t-test and it gets significant value 0,000 (sig.&lt;0,05), so the Predict Observe Explain Write model has effect toward student’s capability of critical thinking. This conclution is the application of Predict Observe Explain Write models has real effect toward critical thinking ability of X grade students at SMA Negeri 2 Sukoharjo in academic year on 2012/2013.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Predict Observe Explain model, Think Talk Write strategy, Critical Thinking Ability</p>

scholarly journals The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

2012 ◽  
Vol 2012 ◽  
pp. 1-6 ◽  
Author(s):  
Alias Masek ◽  
Sulaiman Yamin
Keyword(s):  
Critical Thinking ◽  
Engineering Education ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
Conventional Approach ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
The Impact

Recent research reveals a gap in determining the effect of problem-based learning (PBL) on students’ critical thinking ability. Existing evidences from previous research have been equivocal to be deemed conclusive, especially in across multiple educational disciplines. This paper investigates the effect of PBL on students’ critical thinking ability, as compared to conventional approach. The study employed an experimental pretest and posttest with control group design. The participants were 53 undergraduate students in electrical engineering course, who attended Electrical Technology Module (ET101) in their first semester. Participants completed the pretest and posttests of the translated version of the Cornell Critical Thinking Test Specimen set. The results suggested that students’ critical thinking ability in the PBL group had not been significantly different from their counterparts in the conventional approach group. This paper further discusses the implication of problem-based learning in engineering education.

scholarly journals Pengaruh Pembelajaran Online Berbasis Kooperatif dan Outcome Based Education Terintegrasi Kearifan Lokal Terhadap Kemampuan Berfikir Kritis

2021 ◽  
Vol 16 (2) ◽  
pp. 151
Author(s):  
Kumala Ratna Dewi ◽  
Dadi Setiadi ◽  
I Wayan Merta
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Control Group ◽  
Critical Thinking Ability ◽  
Outcome Based Education ◽  
Thinking Ability ◽  
Experimental Group

The ability to think critically is stated as an essential skill in 21st century society so it must be integrated into the learning process. Critical thinking can be implemented through the cooperative learning model and Outcome Based Education integrated with local wisdom. The inclusion of local wisdom in learning is a manifestation of the mandate of national education. The occurrence of the Covid-19 outbreak requires learning to be carried out online. The purpose of this study was to determine the effect of cooperative-based online learning and Outcome Based Education integrated local wisdom on critical thinking skills. The research method used the nonequivalent pretest-posttest control group design, the determination of the sample used purposive sampling technique, the data collection used a multiple choice test, and the data were analyzed using the MANOVA test using SPSS 16,0. The pre-test average test result of Critical Thinking ability in the experimental group was 37.5, while the control group score was 53,57. Furthermore, the Post-Test average of Critical Thinking ability of the experimental group was 67,14, while the control group was 57,5. The results of the Test Between Subject Effect analysis resulted in a significant value of critical thinking skills of 0,004. Based on these results, it can be stated that there is an effect of cooperative-based online learning and Outcome Based education integrated local wisdom on the critical thinking skills of students of SMAN 8 Mataram.

scholarly journals The Impact of Inquiry-based Learning approach on Critical Thinking Skill of EFL Students

EFL Journal ◽  
2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Farid Ghaemi ◽  
Seyed Javad Ghazi Mirsaeed
Keyword(s):  
Critical Thinking ◽  
Language Proficiency ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Inquiry Based Learning ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Language Proficiency Test ◽  
The Impact

To modify the way how the students are getting ready to encounter the needs of the new era, some other different teaching approaches are under research. Inquiry-based learning is such a method supposed to empower the skills students need to master.  The hypothesis was that inquiry-based learning can have impact on critical thinking ability of students. The data was from language learners at Guyesh language institute placed in Alborz(Iran). To homogenize the participants, they had a language proficiency test (PET) as pre-test. Out of 62 students, 38 students were selected. The learners were put into one experimental and one control group based on their exam results. The researchers used independent sample T–Test to measure the statistical differences between the two groups. Before receiving instruction the students completed a critical thinking questionnaire. After sessions of inquiry-based instruction, the researchers gave the post-tests to both experimental and control groups. Finally, the results of the analysis of the data ensured that doing inquiry-based activities increased critical thinking ability of the subjects.  The outcome of this study confirmed that participation in inquiry-based learning class had a significant impact on learners’ critical thinking skill.

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