On the Relationship between Critical Thinking Ability, Language Learning Strategies, and Reading Comprehension of Male and Female Intermediate EFL University Students

Marzban, Amir; Barati, Zahra

doi:10.17507/tpls.0606.14

Cited by 13 publications

(9 citation statements)

References 8 publications

(9 reference statements)

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“…As every learning process involves reading, learners ability to be critical of the subjects is shaped by the critical thinking skills. Improvement of reading comprehension achievement is a parallel of learners' critical thinking improvement concerning critical thinking ability and effective reading strategy choice (Marzban & Barati, 2016). A critical reader tends to achieve better in comprehension tests comparing to less critical readers.…”

Section: Predicting Critical Thinking Gap Among Learnersmentioning

confidence: 99%

Exploring the Challenges of Reading Comprehension Teaching for English Proficiency Test Preparation Class in Indonesia

Guntur

Rahimi

2019

ELS-JISH

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As one of the tested skills within popular English proficiency tests in Indonesia such as IELTS and TOEFL, good command of reading comprehension skill is pivotal for the test takers. The nature of reading skill in testing circumstances, however, demands precision in decision making. Enabling test taker candidates with such precision in test preparation class, then, dictates the teaching of the skill consequently. This paper discusses the commonly found challenges in teaching the skill for the test preparation class with known diverse students age and background. The primary aim of the study is to provide insightful information about those challenges which may, then, contribute to better teaching of the skill. The critical analysis of the relevant literature suggests that the challenges are comprised of three domains: students’ unequal linguistic competence, different level of students’ critical thinking, and also their motivation. The paper concludes by re-emphasising the crucial role of pre-test for the test taker candidates prior to commencing the preparation class, especially for instructors to map and to anticipate these challenges with more reflective and equitable teaching approach which is informed by the pre-test result.

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Section: Predicting Critical Thinking Gap Among Learnersmentioning

confidence: 99%

Exploring the Challenges of Reading Comprehension Teaching for English Proficiency Test Preparation Class in Indonesia

Guntur

Rahimi

2019

ELS-JISH

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“…Alhaisoni (2012) and Alhaysony (2017) focused on Saudi Arabian university learners, but no significant differences in these strategies were encountered between males and females. In the same manner, Nisbet, Tindall, and Arroyo (2005), Marzban and Barati (2016), and AlSohbani (2018) concurred with these outcomes, but their samples came from Chinese, Iranian, and Turkish students, respectively. However, the first two studies dealt with university learners, whilst AlSohbani (2018) examined 10th, 11th, and 12th graders.…”

mentioning

confidence: 70%

Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary

Montero-SaizAja

2021

TAPSLA

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Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary.

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“…Grosser and Nel (2013) have found a strong link between language proficiency and critical thinking in EFL learners. Marzban and Barati (2016) state that higher language skills are essential for understanding complex concepts, which improves critical thinking. Fahim and Sa'eepour (2011) argue that teaching critical thinking in language classes enhances reading, speaking, and overall language proficiency.…”

Section: The Lectures' Perceptions Towards Their Students' Response I...mentioning

confidence: 99%

Initiating the EFL University Students' Critical Thinking in Oral Mode through Pragma-Stylistic Strategies

Andania,

Romadhoni,

Nita

et al. 2024

JOPR

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Critical Thinking (Hereafter, CT) significantly correlates to the EFL students' speaking ability; students with high critical thinking perform better than students with low critical thinking. Several strategies can be implemented for initiating CT in the classroom. One of them is using language style conveyed by the teachers. However, few studies concern about this pragma-stylistic usage in the teaching-learning process. Therefore, this current study aims to analyze (1) types of pragma-stylistics strategies used by teachers in initiating the EFL university students' CT in oral mode; (2) the ways teachers use pragma-stylistics strategies in initiating the EFL university students' CT in oral mode; and (3) the teachers' perception of the students' response towards initiating the CT in oral mode. Qualitative descriptive using Interview was conducted to collect the data. The result showed that teachers prefer using Assertive-Stating, Assertive-Suggesting, Directive-Advising and Prolepsis strategies to initiate students' CT in their speaking classroom. They implement those strategies through some activities during the class, such as giving stimulus (text, audio, and video) in a particular theme, conducting group discussions or speaking club, providing instructions or questions, and giving feedback. Besides, the teachers pointed out that most students positively respond to the strategies that they have utilized. The strategies effectively motivate and encourage the students to enhance their CT. Furthermore, this study suggests language teachers initiate their students' CT through the pragma-stylistic strategies mentioned. Finally, further researchers are expected to discuss the same field in more comprehensive scopes with different language skills.

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On the Relationship between Critical Thinking Ability, Language Learning Strategies, and Reading Comprehension of Male and Female Intermediate EFL University Students

Cited by 13 publications

References 8 publications

Exploring the Challenges of Reading Comprehension Teaching for English Proficiency Test Preparation Class in Indonesia

Exploring the Challenges of Reading Comprehension Teaching for English Proficiency Test Preparation Class in Indonesia

Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary

Initiating the EFL University Students' Critical Thinking in Oral Mode through Pragma-Stylistic Strategies

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