Teacher-Student Interaction in EFL Reading Comprehension Contexts at University Level: A Critical Thinking Perspective

Talebinejad, Mohammad Reza; Matou, Zahra

doi:10.1177/2158244012459335

Cited by 8 publications

(7 citation statements)

References 17 publications

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“…Therefore, any meaning -including unbridled plural meanings attached to any text -is determined by social, political, cultural and historical exigencies. The criticality of this view lies in the ability of readers to be critical readers (Granville 2001; also see Shihab 2011;Talebinejad & Matou 2012).…”

Section: Framing Issuesmentioning

confidence: 99%

An investigation into the English reading comprehension of Grade 10 English first additional language learners at a senior secondary school

Chaka

Booi-Ncetani

2015

Read. writ.

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Poor levels of English first additional language (EFAL) reading comprehension amongst school learners at most public schools in South Africa are a great concern. In fact, for learning to be successful and effective, learners need to be able to read well in EFAL. This is more so as EFAL serves as a language of learning and teaching (LOLT) for most learning areas in South Africa’s public schools. Against this background, this study set out in 2012 to investigate the English reading comprehension of Grade 10 EFAL learners at a senior secondary school. Using purposive and voluntary sampling techniques, the study had 17 EFAL learners(M = 10, F–7) as its participants. It employed three reading measures, a recall task, a summary and a comprehension test, which were based on three English extracts, to assess participants’ reading comprehension. It then assessed and scored participants’ responses to the three tasks by using an oral reading rubric and two prepared marking memoranda. One of the findings of this study was that, of the three reading tasks administered, participants did slightly above average in the comprehension test, but performed below average in the two other tasks – the recall and summary tasks.

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Section: Framing Issuesmentioning

confidence: 99%

An investigation into the English reading comprehension of Grade 10 English first additional language learners at a senior secondary school

Chaka

Booi-Ncetani

2015

Read. writ.

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“…Analisis lebih lanjut juga menunjukkan bahwa abstract conceptualization merupakan prediktor terbesar dari disposisi berpikir kritis siswa (Dilekli, 2017). Keterkaitan abstract conceptualization dengan masing-masing aspek disposisi berpikir kritis juga ditemukan dalam studi Suliman (2006) (Kolb, 1981). Hal ini dilakukan untuk mendorong perkembangan disposisi berpikir kritis siswa, terutama dalam konteks mata pelajaran fisika.…”

Section: Uji Hipotesisunclassified

Peran Interaksi Guru-Siswa dan Gaya Belajar Siswa terhadap Disposisi Berpikir Kritis dalam Pembelajaran Fisika

Galih

Alsa

2019

gamajop

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This study aimed to empirically determine the role of teacher-student interaction and students’ learning styles in students’ disposition toward critical thinking in physics subject. Research participants were high school students of grade XI majoring in natural science. Sampling in this study was done using convenience sampling with sample size of 67 students (25 males and 42 females). Data collection method used in this study was survey using Disposition toward Critical Thinking in Physics Subject Scale, Teacher-student Interaction in Physics Subject Scale, and Learning Styles in Physics Subject Scale. Analysis of covariance with one covariate showed 1) there was a correlation between teacher-student interaction and students’ disposition toward critical thinking in physics subject (F = 37.199; ƞ2p = 0.375; p < 0.01) and 2) there was difference of disposition toward critical thinking in physics subjects between student with diverging, assimilating, accommodating, and converging learning styles (F = 6.870; ƞ2p = 0.249; p < 0.01). Post-hoc test was also done to further analyze the data. The findings are going to help improving quality of learning especially in the subject being studied by fostering wholesome teacher-student interaction and accommodating students’ learning styles.

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“…Therefore, a lot of people who are engaged in the process of language learning like lesson planners, material developers, teachers, and learners should work on critical thinking. Alan andStoller (2005, as cited in Talebinejad &Matou, 2012) state that promoting the foreign language learning, contents, and real-life skills projects "requires a combination of teacher guidance, teacher feedback, student's engagements, and elaborated tasks with some degree of challenge" (p. 11).…”

Section: Teachers' Beliefsmentioning

confidence: 99%

EFL Teachers’ Learning and Teaching Beliefs: Does Critical Thinking Make a Difference?

Dehghayedi¹,

Bagheri²

2018

INT J INSTRUCTION

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Current research in the field of language education is more concerned with motives underlying successful practicing teachers' behaviours rather than techniques and methods for effective teaching. It is now recognized that there are only good teachers, there is not such a thing as good as teaching. This correlational study is therefore designed and conducted to reveal how well teachers' critical thinking as well as its subcomponents can predict EFL teachers' language learning beliefs and their respective levels. Accordingly, two respective questionnaires, Watson-Glaser Critical Thinking Appraisal and Beliefs about Language Learning Inventory, were given to 130 EFL teachers conveniently sampled, and the elicited data were analyzed via correlational and multiple/multivariate regression analyses. The results indicated that 24 percent of the variance in learning beliefs was explained by the five levels of critical thinking. The collective contribution of the five levels of critical thinking were only significant to three of the five dependent levels, i.e. 9% to language nature, 26% to motivation and expectation, and 25% to learning and communication. Also, only the contribution of assumption level was significant just to learning/communication. What can be inferred from the findings is that foreign language teachers' learning and teaching beliefs can be, to a large extent, predicted from their levels of criticality.

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Teacher-Student Interaction in EFL Reading Comprehension Contexts at University Level: A Critical Thinking Perspective

Cited by 8 publications

References 17 publications

An investigation into the English reading comprehension of Grade 10 English first additional language learners at a senior secondary school

An investigation into the English reading comprehension of Grade 10 English first additional language learners at a senior secondary school

Peran Interaksi Guru-Siswa dan Gaya Belajar Siswa terhadap Disposisi Berpikir Kritis dalam Pembelajaran Fisika

EFL Teachers’ Learning and Teaching Beliefs: Does Critical Thinking Make a Difference?

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