The Effect of Critical Thinking Strategies on Recall and Retention of Vocabulary among Iranian EFL Learners

تخفیف ویژه

Abstract

The purpose of thisstudy is to examine the effect of critical thinking strategies on recall and retention of vocabulary among Iranian EFL learners with different proficiency levels. To this aim,156 female learners in a high school in Bandar Abbas, Iran were chosen based on convenience sampling. Preliminary English Test (PET) was administered to provide three homogeneous groups of participants: elementary, lower intermediate, and intermediate. The participants of each level were randomly divided into two groups: experimental group and control group. At the second stage, the pretest (first teacher-made vocabulary test) was administered to prove that they were homogenous in terms of their vocabulary knowledge. The experimental groups were taught critical thinking strategies to improve recall and retention of vocabulary and the control groups were taught regular instructions. Then the post-test (second teacher-made vocabulary test) was administered. The results of the statistical analysis showed the experimental groups outperformed the control group on the posttest. The delay posttest was administered only for the experimental groups after two weeks. The experimental groups indicated a higher mean on the delayed posttest. The study revealed significant effect of critical thinking strategies not only on recall but also on retention of vocabulary.

Key terms: Critical thinking, recall, retention, vocabulary.

Table of Contents

Chapter I: Introduction

1.1. Introduction............................................................................................................... 1

1.2. Background of the Study.......................................................................................... 2

1.3. Statement of the Problems........................................................................................ 3

1.4. Research Questions................................................................................................... 5

1.5. Research Hypotheses................................................................................................. 5

1.6. Purpose of the Study............................................................................................... ..6

1.7. Significance of the Study........................................................................................ ..7

1.8. Limitations and Delimitations of the study............................................................. ..8

1.9. Definition of the Key Terms.................................................................................... ..9

         Chapter II: Review of the Related Literature............................................................ 11

2.1. Introduction............................................................................................................. 12

2.2. Definition of Critical Thinking................................................................................ 12

2.3. Critical Thinking Theoretical Base........................................................................... 17

2.4. Philosophy-Based Theories and Definitions............................................................ 17

2.5. Psychology-Based Theories and Definitions........................................................... 18

2.6. Attempts and Consensus......................................................................................... 19

2.7. Teaching of Critical Thinking.................................................................................. 20

2.8. Elements of Critical Thinking.................................................................................. 22

2.9. Stages of Critical Thinking Development................................................................ 24

2.10. Characteristics of a Critical Thinker...................................................................... 26

2.11. Benefits of Critical Thinking................................................................................. 28

2.12. Critical Thinking in Academic context.................................................................. 30

2.13. Vocabulary............................................................................................................. 31

2.14. Vocabulary knowledge…………………………………………………………..32

2.15. Vocabulary Learning strategies............................................................................. 33

2.16. Recent Studies....................................................................................................... 36

Chapter III: Methodology............................................................................................ 38

3.1. Introduction............................................................................................................. 39

3.2. Participants.............................................................................................................. 39

3.3. Instruments.............................................................................................................. 40

       3.3.1. Language Proficiency Test........................................................................... 40

       3.3.2. Teacher made Vocabulary Test..................................................................... 40

       3.3.3. Delayed Posttest........................................................................................... 40

3.4. Procedure................................................................................................................. 41

3.5. Design...................................................................................................................... 43

Chapter IV: Data Analysis........................................................................................... 44

4.1. Introduction............................................................................................................. 45

4.2. Testing Assumption................................................................................................. 46

4.3. Pet General Language Proficiency Test................................................................... 49

4.4. Pretest of Vocabulary.............................................................................................. 53

4.5. Research Hypotheses .............................................................................................. 57

4.6. Criterion Referenced Validity................................................................................. 59

4.7. Discussion................................................................................................................ 60

Chapter V: Conclusion................................................................................................. 62

5.1 Introduction.............................................................................................................. 63

5.2. Restatement of the Problem.................................................................................... 63

5.3. Conclusion............................................................................................................... 65

5.4. Pedagogical Implications......................................................................................... 66

5.5. Suggestions for Further Research............................................................................ 66

Reference........................................................................................................................ 68

Appendixes……………………………………………………………………………..73