Dynamic Interplay of Critical Thinking and Vocabulary Learning Strategies Among Iranian EFL Learners with the Moderating Role of Gender
سال انتشار: 1403
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 20
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شناسه ملی سند علمی:
JR_JALDA-12-1_006
تاریخ نمایه سازی: 23 اردیبهشت 1403
چکیده مقاله:
Critical thinking (CT) is extensively considered to be a prevalent notion in teaching and learning processes. Thus, this paper set out to pinpoint the association between EFL pupils’ CT capabilities as well as their vocabulary learning strategies (VLSs) across gender. To do this, ۱۴۰ Iranian male and female intermediate students studying at Iran Language Institute (ILI) in Urmia, Iran were chosen randomly. The study was conducted in the form of a survey with data being gathered via using Preliminary English Test (PET) to homogenize the students, Schmitt’s VLSs questionnaire to recognize the kinds of the strategies employed by students, as well as Ennis' Cornell Critical Thinking Test (CCTT) to ascertain the students’ CT capabilities. The data was subjected to analysis using the Pearson correlation. The findings indicated a significant association between CT abilities and VLSs. Furthermore, male learners showed more CT skills and VLSs compared to female students. Thus, identifying the students' preferred VLSs would help them overcome the difficulties in learning words. Also, instructors should design classroom activities that encourage learners’ reflective thinking.
کلیدواژه ها:
نویسندگان
Maryam Soleimani
Assistant Professor in Applied Linguistics, Farhangiyan University, Urmia, Iran
Zahra Aghazadeh
Ph.D. in Applied Linguistics, Ministry of Education, Salmas, West Azarbaijan, Iran
Amin Bolourchi
M.A. in Applied Linguistics, Ministry of Education, Urmia, West Azarbaijan, Iran
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