Pub Date : 2015-10-14DOI: 10.11648/J.IJALT.20150104.12
S. Mohammadi
Investigating to which extent language learning context affect Iranian EFL students’ critical thinking, this study was conducted to clarify the relationship between the variables. To achieve this purpose 90 EFL students in upper intermediate level of Payamnoor University selected, and equally divided to two groups of 45 person, the experimental group (n=45) with modern context of language learning by a web 2.0 environment on the internet and control group (n=45) with traditional context of language learning in regular classes. Sandra Lee M.C. Kay’s Researching Second Language Classroom book, published in 2008, was given to the both groups during 10 session of 120 minutes of study as a material. Pretest/posttest assessments and statistical package of social science (SPSS) t-test analyzed procedures clarified that experimental group’s language learner have a stronger critical thinking ability than control group ones. Confirming positive relation between language learning context and critical thinking ability of EFL learners, the results also show a strong willing of students to use modern, technological, more accessible, and new ways of learning.
本研究旨在探讨语言学习情境对伊朗英语学生批判性思维的影响程度，以厘清各变量之间的关系。为了达到这一目的，我们选择了90名Payamnoor大学中高级水平的英语学生，并将其平均分为两组，每组45人，实验组(n=45)在互联网上的web 2.0环境下进行现代语言学习，对照组(n=45)在常规课堂上进行传统语言学习。Sandra Lee M.C. Kay在2008年出版的《第二语言课堂研究》一书中，将120分钟的10节课作为教材分发给两组学生。前测/后测评估和社会科学统计软件包(SPSS) t检验分析程序表明实验组语言学习者的批判性思维能力强于对照组。研究结果证实了语言学习语境与英语学习者批判性思维能力之间的正相关关系，同时也表明学生有强烈的意愿使用现代的、技术的、更容易获得的和新的学习方式。
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