The Effect of Teaching Critical Thinking Skills on the Language Learning Strategy Use of EFL Learners across Different EQ Levels مقالة

مؤلف: Mahmoodi، Mohammad Hadi ؛ Dehghannezhad، Maliheh ؛

Journal of English Language Teaching and Learning Fall & Winter 2015 - Number 16 ، العلمية - البحثية (Ministry of Science/ISC (‎30 صفحة - من 55 إلی 84 )

الکلمات المفتاحية: critical thinking emotional intelligence Language Learning Strategy EFL EQ CT

خلاصة:

The present study was conducted to investigate how EFL learners with distinct levels of emotional intelligence might benefit from Critical Thinking-based instruction and use different language learning strategies. A further concern of this study was to investigate the relationship among critical thinking, language learning strategy, and emotional intelligence of EFL learners. To this end, 88 EFL learners studying at private English language institutes in Shiraz took 4 sets of instruments: Oxford Placement Test, California Critical Thinking Skills Test (CCTST), Bar-On Emotional Quotient inventory (EQ-i), and the Strategy Inventory for Language Learning (SILL).The results of the statistical analysis revealed that teaching CT skills had a significant effect on the LLS use of EFL learners across different EQ levels. However, no significant difference was found between LLS scores of students with high and low EQ levels. Moreover, a significant positive relationship was found between critical thinking and emotional intelligence, and overall language learning strategy and critical thinking. The results of the present study might give insight to EFL teachers so as to make them aware of the higher order thinking skills required for a successful application of language learning strategies in foreign language learning context.

ملخص الجهاز:

Journal of English Language Teaching and Learning No. 16, 2015 The Effect of Teaching Critical Thinking Skills on the Language Learning Strategy Use of EFL Learners across Different EQ Levels Mohammad Hadi Mahmoodi Assistant Professor, Bu-Ali Sina University (Corresponding author) Maliheh Dehghannezhad M. A. Graduate, Bu-Ali Sina University Abstract The present study was conducted to investigate how EFL learners with distinct levels of emotional intelligence might benefit from Critical Thinking-based instruction and use different language learning strategies. To this end, 88 EFL learners studying at private English language institutes in Shiraz took 4 sets of instruments: Oxford Placement Test, California Critical Thinking Skills Test (CCTST), Bar-On Emotional Quotient inventory (EQ-i), and the Strategy Inventory for Language Learning (SILL). Does teaching critical thinking skills have any significant effect on the language learning strategy use of EFL learners? 2. Does teaching critical thinking skills have any significant effect on the language learning strategy use of EFL learners across different EQ levels? Therefore, the first null hypothesis was rejected, indicating that teaching critical thinking skills had a statistically significant effect on the language learning strategy scores of intermediate EFL learners. Thus, the second null hypothesis was rejected, and teaching critical thinking skills turned out to have a statistically significant effect on the language learning strategy scores of EFL learners across different EQ levels. The results are also compatible with the findings of the study by Nosratinia, Ghanbari Asiabar, and Sarabchian (2014) who found a significant relationship between the Iranian EFL learners’ use of language learning strategies and their critical thinking.

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