The Relationship between Critical Thinking Ability of Iranian EFL Learners and Their Resilience Level Facing Unfamiliar Vocabulary Items in Reading

Kamali, Zahra; Fahim, Mansoor

doi:10.4304/jltr.2.1.104-111

Cited by 48 publications

(59 citation statements)

References 12 publications

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“…According to Waters (2006), applying CT activities in English language classrooms that is an important task of language teachers can improve the learners' level of thinking and at the same time can help them to understand the main meanings of the text. Furthermore, EFL learners who are equipped with the ability to think critically feel more efficacious in learning a foreign language (Pajares, 2002).Therefore, it is essential for language teachers to encourage learners to use their CT abilities by providing them challenging opportunities in which they reflect, grow and learn and try to express their opinions critically which can contribute to their progress in language learning (Kamali &Fahim, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…The findings of the study also indicated that CT and autonomy of students were highly correlated. Kamali and Fahim (2011) investigated the relationship between CT ability, resilience, and reading comprehension of texts with unknown vocabulary items. The results of t-test revealed that the levels of CT and the levels of resilience had a significant impact on the subjects' reading ability of texts with unfamiliar vocabulary items.…”

Section: Journal Of Language Teaching and Research 389mentioning

confidence: 99%

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A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

Asgharheidari

Tahriri

2015

JLTR

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Abstract-The ability to think critically is an important and necessary skill that language learners need to develop for their academic and social success. Therefore, providing an active learning environment that is conductive to creativity and in which different activities ask learners to think critically is considered as one of the foreign language teachers' tasks. This study aims at exploring EFL teachers' attitude toward critical thinking (CT) instruction. The participants were 30 EFL teachers who taught English at different language institutes in Tonekabon, Iran. They were surveyed on their beliefs about the concept of CT and its place in their career. Result indicated that most of them have a clear idea toward the concept of CT and believed that it is an important part of their job as a teacher to increase learners' critical thought. On the other hand, most of them conveyed a strong desire for more training in how to teach these skills. Therefore, to increase teachers' ability in teaching CT, special training courses must be included in teacher training courses. Index Terms-critical thinking, instruction, attitude, English as a foreign language (EFL)

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Section: Discussionmentioning

confidence: 99%

Section: Journal Of Language Teaching and Research 389mentioning

confidence: 99%

A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

Asgharheidari

Tahriri

2015

JLTR

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“…In another similar study Kamali and Fahim (2011) studied the relationship between resilience, reading comprehension of texts containing unknown vocabulary items and critical thinking skill of Iranian EFL intermediate…”

Section: Review Of Related Literaturementioning

confidence: 99%

The Relationship between Critical Thinking Ability of Iranian English Translation Students and Their Translation Ability

Azin

Tabrizi

2016

TPLS

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Abstract-The purpose of the present study was to examine the relationship between critical thinking and translation ability of Iranian English translation students. Moreover, the difference between critical thinking skills of males and females was explored. The participants of this study were 86 Iranian senior English translation students of Islamic Azad University, Islamshahr branch. For gathering data two kinds of instruments were used: a critical thinking questionnaire (The Persian version of CCTST-form B) and English to Persian translation test. The findings revealed no significant difference between critical thinking abilities of females and males. Thus it can be concluded that gender has no role in critical thinking abilities of the Iranian EFL learners. Furthermore, the results of this study indicated that learners with more critical abilities were more successful in translation performance. These findings highlight the importance of teaching thinking skills to our learners and Integrating problem solving activities that need critical thinking in our teaching and learning process.

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“…Nasirahmadi (2014) concluded in his study that critical thinking can predict 38% of the learners' success in IELTS reading section. Fahim and Kamali's (2011) research also demonstrated that there is a positive correlation between learners' critical thinking ability and their reading comprehension. Moreover, Miller (1981) showed students' achievement in critical thinking was closely associated with their reading proficiency achievement.…”

Section: International Journal Of Research Studies In Language Learnimentioning

confidence: 86%

The effect of inference-making, deduction, and self-monitoring on EFL learners' language achievement, reading, and writing ability

Bagheri¹,

Ghanizadeh²

2015

IJRSLL

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In line with the studies demonstrating the positive relationship between critical thinking ability, self-regulation and language proficiency, this study aimed to particularly examine the impact of the two subcomponents of critical thinking, i.e., inference-making and deduction, as well as one subcomponent of self-regulation, i.e., self-monitoring, on EFL students' overall language achievement, reading and writing achievements. To the best of researchers' knowledge, there is no documented study investigating the relationship between these constructs among EFL learners. To achieve the purpose of the study, 120 EFL university students were selected according to a convenience sampling from Hakim Sabzevari University, a city in the north-east of Iran. They were asked to complete the "Watson-Glaser's Critical Thinking Appraisal" and the "Self-Regulation Trait Questionnaire". They were also requested to report the grade point average of their previous term together with their reading and writing scores on these courses. The results showed that there is a significant relationship between EFL learners' inference-making, deduction, self-monitoring and their language achievement as well as their reading and writing ability. Subsequent data analyses demonstrated that among the variables, self-monitoring is the most powerful predictor of language achievement. In addition, the results revealed that the three mentioned variables can predict about 27 percent of language achievement. This study has some implications for educators and administrators to take full advantage of these associations by establishing guiding principles for enhancing EFL university students' self-monitoring, inference-making, and deduction.

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The Relationship between Critical Thinking Ability of Iranian EFL Learners and Their Resilience Level Facing Unfamiliar Vocabulary Items in Reading

Cited by 48 publications

References 12 publications

A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

A Survey of EFL Teachers’ Attitudes towards Critical Thinking Instruction

The Relationship between Critical Thinking Ability of Iranian English Translation Students and Their Translation Ability

The effect of inference-making, deduction, and self-monitoring on EFL learners' language achievement, reading, and writing ability

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