چکیده:
The idea is growing among educators that thinking skill needs to be given a direct attention. On one hand, critical thinking is supposed to broaden students’ thinking in all regards (Schafersman, 1991); and on the other hand learners’ attitudes towards the second language can affect both their performance in the class and their final accomplishment. To this end, the present study started with the question of whether the application of critical thinking ability to English classes could affect learners’ second language attitudes. The study was designed and conducted at an English language Institute. 4 classes were selected randomly (2 female and 2 male classes). They were divided into two experimental and control groups. In experi-mental classes learners practiced critical thinking skills, which was absent in the control group. Critical thinking principles were applied through 21 strategies developed by Ennis (2011). FLAGS (Foreign Lan-guage Attitudes and Goals Survey) questionnaire (Eva Cid, Gisela Gran˜ena, Elsa Tragant, 2009) was given to students, both at the beginning and at the end of the semester, which were considered as the pre and post-tests for statistical computations. The results revealed a significantly higher second language attitude in participants who went through critical thinking instruction. In addition, applying critical think-ing skills in the class affected students’ level of goal orientation in terms of learning a second language. The research encourages English language teachers to incorporate critical thinking skills into their in-structions.
خلاصه ماشینی:
"To this end, the present study started with the question of whether the application of critical thinking ability to English classes could affect learners’ second language attitudes.
In addition, applying critical think- ing skills in the class affected students’ level of goal orientation in terms of learning a second language.
The study aimed to find out if teaching critical thinking skills can affect learners’ attitudes to- ward English as their second language.
The same questionnaire was giv- en to learners at the end of the term to see if teaching critical thinking principles could change their attitudes toward their second language (English).
The results showed that incorporation of critical thinking skills into experimental classes brings positive effects on students’ second language attitudes.
In other words, applying critical thinking skills to experimental classes helped learners to i m- prove their second language attitudes signifi- cantly.
The research results revealed that the students who went through critical thinking instruction showed to grow a significantly higher and more positive attitudes towards their second language (Eng- lish).
In addition, after applying the critical think- ing skills in the class, students in the experi- mental group attained a higher level of goal ori- entation in terms of learning a second language; this was inferred from the results of the question- naire, since the questionnaire FLAGS paid atten- tion to both Foreign Language Attitudes and Goals Survey.
The goal of critical thinking in English class is to help learners be open-minded to different viewpoints and arguments through dialogical in- teractions and ultimately change their negative attitudes toward their second language."