Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability
International Journal of Applied Linguistics and Translation
Volume 1, Issue 4, October 2015, Pages: 61-67
Received: Aug. 31, 2015; Accepted: Oct. 6, 2015; Published: Oct. 14, 2015
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Saeid Malek Mohammadi, Department of English Language, Shahreza Branch, Islamic Azad University, Shahreza, Iran
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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.
Language learning context, Critical Thinking Ability, Web 2.0 Environment, Web Assisted Language Learning, Mobile Assisted Language Learning
To cite this article
Saeid Malek Mohammadi, Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability, International Journal of Applied Linguistics and Translation. Vol. 1, No. 4, 2015, pp. 61-67. doi: 10.11648/j.ijalt.20150104.12
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