1گروه زبان انگلیسی، واحد قاینات، دانشگاه آزاد اسلامی، قاینات، ایران
2گروه آموزش زبان انگلیسی، آموزش‌وپرورش
چکیده
پژوهش حاضر با هدف تعیین میزان اثربخشی آموزش مهارتهای تفکر انتقادی بر درک مطلب و نوع راهبردهای یادگیری مورداستفاده توسط زبانآموزان ایرانی انجام شد. این پژوهش از نوع شبهآزمایشی و با طرح پیشآزمون-پسآزمون با گروه کنترل انجام گرفت. جامعة آماری این پژوهش شامل 140 دانشجو بودند که به شیوة نمونه‌گیری در دسترس انتخاب و به‌طور تصادفی در دو گروه آزمایشی و کنترل جایگزین شدند. 80 نفر از شرکت‌کنندگان در گروه آزمایشی در خلال جلسات آموزش زبان از آموزش مهارتهای تفکر انتقادی بهره‌مند شدند، درحالی‌که 60 نفرگروه کنترل چنین آموزشی دریافت نکردند. ابزار مورداستفادة تحقیق جهت گردآوری داده‌ها شامل آزمون درک مطلب خواندن و پرسشنامة راهبردهای یادگیری (SILL) بود که به‌صورت پیشآزمون و پسآزمون اجرا شدند. داده‌ها با استفاده از تحلیل کوواریانس پردازش شدند. نتایج نشان داد که گروه آزمایشی پس از مداخله عملکرد بهتری نسبت به گروه کنترل در پسآزمون درک مطلب خواندن داشتند (p<0.05). افزون بر این نتایج نشان داد شرکت‌کنندگان پس از پایان مداخله از راهبردهای فراشناختی، اجتماعی و جبرانی بیشتری در حین خواندن متون در مقایسه با قبل از شروع دورة آموزشی استفاده می‌کردند. درمجموع یافته‌های مطالعة حاضر و همخوانی آن با نتایج پژوهش‌های پیشین نشان داد که آموزش مهارتهای تفکر انتقادی نقش مهمی در افزایش توانایی خواندن و درک مطلب و نوع راهبردهای مورداستفاده توسط زبانآموزان بازی می‌کند. به‌عبارت‌دیگر، حرکت به‌سوی آموزش مبتنی بر تفکر و بهره‌مندی از فعالیت‌هایی در راستای آموزش و تقویت مهارتهای تفکر انتقادی در خلال کلاس‌های عادی آموزش زبان می‌تواند به دستاوردهای بهتری درزمینة فراگیری زبان منتهی گردد.
The Effectiveness of Critical Thinking Skill Training on Iranian EFL Learners' Reading Comprehension and Reading Strategy Use
نویسندگان [English]
Vahideh Sadat Vahedi1؛ Maliheh Ebrahimi2
1Department of English Language , Qaenat Branch, Islamic Azad University, Qaenat, Iran
2Torbat Heidariye Branch, Islamic Azad University, Iran
چکیده [English]
The current study aimed to investigate the effect of critical thinking skill training on Iranian EFL learners' reading comprehension and reading strategy use. To this aim, 140 highly homogenous students were chosen and two groups shaped; one group was provided with critical thinking skill training, whereas the control group did not receive any training regarding critical thinking skills. Before and after the tutorial, a reading comprehension test and a reading strategy questionnaire were administered. The data were analyzed using ANCOVA. The results indicated that the experimental group outperformed their counterparts in the control group in the reading achievement posttest (p<0.05). Furthermore, subjects in the experimental group used metacognitive, social and compensatory strategies more frequently after the treatment as compared to their usage of the same strategy types before starting out the tutorial. In sum, the current study revealed that critical thinking strategy training played an important role in enhancing learners' reading comprehension ability and also their reading strategy use. In other words, the introduction of elements of the constructivist pedagogy accompanied with specific strategies aimed at encouraging higher level thinking can lead to higher learning outcomes in the process of learning a second/forein language.
کلیدواژه‌ها [English]
Reading comprehension, Strategy use, Critical thinking skill training
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