Employing a Cooperative Learning Technique as a Means to Promote Iranian EFL Learner’s Critical Thinking

Authors

1 Assistant Professor, Allameh Tabataba’i University

2 Shabnam Moradi Aghdam, MA, Islamic Azad University, Science and Research Campus, Tehran

Abstract

The purpose of this study was to examine the effect of learning together model of cooperative learning on Iranian EFL learners’ and high and low achievers’ critical  thinking ability. To this end, a total of 52 students out of a population of 60 English language learners from Simin Language School in Karaj were selected, through a Preliminary English Test (PET), and randomly assigned into two groups of experimental and control. Prior to the treatment, a critical thinking questionnaire as a pretest was administered to the students of both groups. Then a 10- session treatment was conducted to the participants in the experimental group according to the dynamics of the learning together model of cooperative learning. Finally, a posttest of critical thinking questionnaire was provided to both groups. An independent samples t-test was run to compare the mean scores of both groups along with a two-way ANCOVA to investigate the effect of achievement level of the participants on the posttest of critical thinking. The obtained results revealed that the null hypotheses were all rejected, concluding that the learning together model of cooperative learning had a significant effect on the improvement of critical thinking skills of Iranian EFL learners. More significantly, there was a significant difference between the high and low achievers in the groups in terms of their critical thinking mean scores, meaning that in both the experimental and control group, the high proficiency achievers enjoyed higher critical thinking ability.
 

Keywords


Article Title [Persian]

بکارگیری روش یادگیری مشارکتی به عنوان ابزاری جهت بهبود تفکر انتقادی یادگیردندگان انکلیسی به عنوان زبان خارجی

Authors [Persian]

  • معصومه استاجی 1
  • شبنم مرادی اقدم 2
1 استادیار دانشگاه علامه طباطبایی
2 شبنم مرادی اقدم، کارشناسی ارشد، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران
Abstract [Persian]

پژوهش حاضر کوشیده است تاثیر مدل یادگیری در جمع را، که به عنوان یکی از روشهای یادگیری یاری رسان در آموزش زبان مطرح است، بر سطح تفکر انتقادی زبان آموزان ایرانی از قویترین تا ضعیف ترین فراگیرندگان بررسی نماید. برای نیل به این هدف، 52 زبان آموز از میان 60 شرکت کننده در آموزشگاه زبان سیمین واقع در کرج بر اساس نمره آزمون مقدماتی زبان (PET)  گزینش شدند و به صورت تصادفی در گروه کنترل و آزمایش قرار گرفتند. اما قبل از اعمال روش آموزش، پرسشنامه مربوط به سنجش تفکر انتقادی به عنوان پیش آزمون برای هردو گروه برگزار شد. سپس، شرکت کنندگان درهردو گروه به مدت 10 جلسه با محتوای آموزشی یکسان آموزش داده شدند، تنها با این تفاوت که زبان آموزان در گروه آزمایش بر اساس الگوهای پویای مدل یادگیری در جمع - یکی از روشهای یادگیری یاری رسان – آموزش دیدند. در پایان این دوره ی آموزشی، پرسشنامه مربوط به سنجش تفکر انتقادی به عنوان پس آزمون برای هر دو گروه برگزار شد. به منظور مقایسه ی نمرات میانگین پیش آزمون و پس آزمون هر دو گروه، آزمون t نمونه مستقل به صورت جداگانه برای هر دو گروه اجرا شد. علاوه بر آن، از مدل تحلیل کوواریانس (دو طرفه) برای بررسی بر هم کنش های مهم روش آموزش بر سطح مهارت فراگیری و توان تفکر انتقادی در زبان آموز استفاده شد. نتایج این پژوهش فرضیه های صفر در این مطالعه را رد کرد و مشخص شد که مدل یادگیری در جمع- از روشهای مطرح یادگیری یاری رسان – تاثیر بسزایی بر پیشبرد سطح تفکر انتقادی زبان آموزان ایرانی در سطح متوسط آموزش زبان دارد. قابل تامل اینکه، میان نمرات میانگین ضعیف ترین و قویترین فراگیرندگان هر دو گروه به لحاظ تفکر انتقادی تفاوت فاحش مشاهده شد. به این مفهوم که فراگیرندگان قوی در هر دو گروه کنترل و آزمایش از توان بالاتری از نظر تفکر انتقادی بهره می برند. 
 

Keywords [Persian]

  • یادگیری مشارکتی
  • تفکر انتقادی
  • مدل یادگیری در جمع
  • زبان آموزان ایرانی انکلیسی به عنوان زبان خارجی
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