This study aims to design and implement a speaking task model following the principles of Task-Based Language Teaching (TBLT) and Critical Thinking (CT). The study mainly investigated to what extent the use of critical thinking standards had an impact on the students’ oral performance with respect to the linguistic trilogy of fluency, accuracy, and complexity. Experimental research design was conducted to examine the differences in research foci between the non-treatment and treatment groups. Data were drawn from 16 students of the English Language Teaching department and collected through the designed task rubric, speech samples, and semi-structured interview protocols. The findings indicated that adherence to relevant intellectual standards in reasoning-gap tasks had a positive effect on the oral performance of the speakers of the target language. Additionally, concerning two linguistic dimensions of accuracy (p=.00) and complexity (p=.00), MANOVA results showed a statistically significant difference between two main research groups. Based on the semi-structured interview findings, all participants in the treatment group reported positive views regarding their learning experiences and oral performance supported with critically enhanced reasoning-gap tasks. This study proposes language teachers a synthesized TBLT model enhanced with critical thinking standards. With this task model, suggested pre-task plan, and speaking rubric, they can boost their students’ intellectual agility and make them more intellectually and linguistically active in their oral performance.
The question of how critical-thinking skills could be integrated into English as a Foreign Language (EFL) pedagogy has been one of the main concerns in the field of language teaching and learning as they have a great potential to increase the quality of learning and teaching. The purpose of this study was to investigate whether training based on peer feedback, including critical feedback, contributes to participants’ peer feedback and critical feedback performances. The participants, who were undergraduate English Language Teaching (ELT) students (n = 40), were exposed to an 8-week training program in which several feedback criteria, including critical ones, were introduced to them. Data obtained from the participants’ pre-test and post-test peer feedback performances and semi-structured interviews were analyzed by using SPSS and content analysis, respectively. The results revealed that the training improved performance in providing peer feedback, including critical peer feedback. Finally, learners reported satisfaction with the training program, although some challenges were encountered in the process.
The study primarily aims to find out the benefits and challenges of project-based learning (PBL) on the learners’ general learning experiences, their development in English, and personal growth regarding human rights. This study has one-group post-test only design within the mixed methods research design model. The participants of this study were 30 EFL students and the collected quantitative data was analyzed using descriptive statistics in SPSS. The qualitative data gathered through reflection papers were analyzed through thematic analysis. The results revealed that project-based learning had positive impact on learners’ experiences in general and cooperative learning. It was also recorded that in addition to the acquisition of new knowledge and skills in promoting human rights, project-based learning also positively affected learners’ language improvement in English. The most challenging point indicated by the participants was related to finding credible sources and identifying reliable information.
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