Masoomeh Estaji; Shabnam Moradi Aghdam
Volume 3, Issue 2 , May 2016, , Pages 55-35
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 ...
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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.
