The Relationship between EFL Learners’ Metacognitive Strategies, and Their Critical Thinking

Sadeghi, Bahador; Hassani, Mohammad Taghi; Rahmatkhah, Masoumeh

doi:10.4304/jltr.5.5.1167-1175

Cited by 17 publications

(16 citation statements)

References 21 publications

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“…In the case of gender differences, a considerable amount of research has observed that MA and gender are significantly correlated. Namely, the finding of this research related gender effect is in contrast with the results of the research conducted by Arrastia, Zayed and Elnagar, 2016;Byrne, 1993;Ogus and Ataseven, 2016;Liliana and Lavinia, 2011;Sadeghi, Hassani and Rahmatkhah, 2014;Sheorey and Monktari, 2001;Miller, 2000;Rozendal, Minnaert and Boekaert, 2001;Misu and Masi, 2017;Renninger, Hidi and Krapp, 1992;Sabna and Hameed, 2016;Eccles, Wigfield, Harold and Blumenfeld, 1993. As for the relation between MA and the years of prospectice teachers, the results implied that MA differs according to the years of pre-service EFL teachers. MA scores of seniors were higher than those of freshmen, sophomores, and juniors.…”

Section: Discussioncontrasting

confidence: 99%

“…Further to this, MA and CTS are closely related constructs and they are not independent of each other. This finding of current research is consistent with previous studies (Magno, 2009;Magno, 2010;Semerci & Elaldı, 2014;Halpern, 1993;Choy & Cheah, 2009;Sadeghi, Hassani, & Rahmatkhah, 2014;Pithers & Soden, 2000;Kuhn & Dean, 2004;Lee, 2009;Ku & Ho, 2010;Daud & Hafsari, 2015;Mall-Amiri & Ahmadi, 2014;Halpern 1998;Nickerson 1994;Anderson, 2002;Flavel, 1976;Pintrich, Smith, Garcia, & Mc Keachie, 1993;Schoen, 1983;Kaur, 2017;Nemat & Erfani, 2014). This finding represented that metacognitive skills governs and directs critical thinking abilities.…”

Section: Discussionsupporting

confidence: 91%

“…Prior research also reported inconclusive findings regarding the differences in critical thinkings between females and males. The research by Sadeghi, Hassani and Rahmatkhah, 2014;Harish, 2013;Aliakbari and Sadeghdaghighi, 2011;Mohammadi, Heidari and Niry, 2012;Wilson, 1989;Leach, 2011 Brems andJohnson, 1988 put forth that boys are better critical thinkers than girls. Conversely, Ay and Akgöl, 2008;Ocak, Kutlu-Kalender (2017) averred that females are better in CTS than male counterparts.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

Çakıcı¹

2018

JEL

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The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

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Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

Çakıcı¹

2018

JEL

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“…Esto será clave en el análisis crítico. Estrategias de pensamiento crítico (Sadeghi, Taghi y Rahmatkhah, 2014) 1. Cotejo de informaciones acerca de personajes y eventos.…”

Section: La Lecturaunclassified

Cómo orientar la formación del personal docente nuevo hacia la adquisición de un paradigma sistémico

Barrantes-Montero¹

2015

Rev. Electr. Educare

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Resumen. Mediante una distinción entre el paradigma disciplinario positivista, que segmenta el saber humano en disciplinas aisladas y el paradigma sistémico, que busca la integración del conocimiento con el recurso a la inter y transdisciplinaridad, se señala la conveniencia y necesidad de preparar al personal docente nuevo en este último. Se expone un ejemplo de cómo realizar la experiencia formativa según el paradigma sistémico en un curso de Lectura avanzada en inglés, en una carrera de formación de docentes.Palabras claves. Interdisciplinaridad, transdisciplinaridad, educación superior, paradigma.Abstract. This paper distinguishes between positivist disciplinary paradigm, which classifies human knowledge into isolated disciplines, and systemic paradigm, which aims at integrating knowledge and an inter-and trans-disciplinarity approach. The need and convenience of preparing new professionals in the latter is discussed. An example on how to develop a training experience based on the systemic paradigm in an advanced English reading course, in a teacher-training career is also described.

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“…Consequently, being intentional about promoting CT skills through a variety of pathways in and out of the classroom is essential (Sadeghi, Hassani, & Rahmatkhah, 2014;Larmar & Lodge, 2014). Doing so in conjunction with promoting LLL can make a meaningful difference in the development of CT and LLL skills.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Birinci Sınıf Üniversite Öğrencilerinin Eleştirel Düşünme ve Yaşamboyu Öğrenme Becerileri Arasındaki İlişki

Deveci¹,

Ayish²

2017

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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University freshman students' critical thinking (CT) and lifelong learning (LLL) skills are often taken for granted. This can lead to tertiary education that is built on a weak foundation. In this paper, results of a small-scale study conducted to identify freshman students' CT and LLL readiness levels and the correlation between them are explored. Participants included 87 freshman students with a mean age of 19 studying at a university in Abu Dhabi. Data were collected using two instruments developed by other researchers. Results indicate that students' overall CT score are at the lower end, while their LLL score are slightly above the average. Female students' CT and LLL scores are higher than male students' score with differences at statistically significant levels. Also, there is a weak positive correlation between students' overall CT and LLL scores. However, there is a moderate positive correlation between female students' scores for CT and LLL. Recommendations are made in order to enhance students' CT and LLL skills and strengthen the relationship between them.Key Words: critical thinking, lifelong learning, readiness, freshman, correlation Birinci Sınıf Üniversite Öğrencilerinin Eleştirel Düşünme veYaşam Boyu Öğrenme Becerileri Arasındaki İlişki Öz: Üniversiteye henüz başlamış öğrencilerinin eleştirel düşünme (ED) ve yaşam boyu öğrenmeye (YBÖ) ilişkin becerilerinin yeterli düzeyde olduğunu varsaymak, bu öğrencilerin üniversite eğitimini zayıf temeller üzerine inşa etmelerine neden olabilir. Bu durumdan hareketle, bu araştırma birinci sınıf üniversite öğrencilerinin ED ve YBÖ'e yönelik hazır bulunuşluk düzeylerini belirlemek üzere yürütülmüştür ve bu iki beceri arasındaki ilişkiyi tartışmaktadır. Araştırmaya, Abu Dhabi şehrindeki bir üniversiteden 19 yaş ortalamasıyla 87 öğrenci katılmıştır. Veriler daha önce diğer araştırmacılar tarafından geliştirilmiş olan iki farklı veri toplama aracı kullanılarak toplanmıştır. Sonuçlar, öğrencilerin ED puanlarının düşük, YBÖ puanlarının ise ortalamanın biraz üzerinde olduğunu göstermiştir. Kız öğrencilerin ED ve YBÖ puanlarının erkek öğrencilerinkine kıyasla daha yüksek olduğu belirlenmiştir. Ayrıca genel olarak ED ve YBÖ arasında zayıf pozitif yönde bir ilişki olduğu belirlenmiştir. Ancak kız öğrencilerin puanları arasındaki ilişki orta derecede pozitif yönde olmuştur. Sonuçlar tartışılmakta, öğrencilerin ED ve YBÖ puanları arasındaki ilişkiyi güçlendirici önerilerde bulunulmaktadır.

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The Relationship between EFL Learners’ Metacognitive Strategies, and Their Critical Thinking

Cited by 17 publications

References 21 publications

Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

Cómo orientar la formación del personal docente nuevo hacia la adquisición de un paradigma sistémico

Birinci Sınıf Üniversite Öğrencilerinin Eleştirel Düşünme ve Yaşamboyu Öğrenme Becerileri Arasındaki İlişki

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