Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability

Saeid Malek Mohammadi

doi:doi:10.11648/j.ijalt.20150104.12

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Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability

Saeid Malek Mohammadi

Published in International Journal of Applied Linguistics and Translation (Volume 1, Issue 4)

Received: 31 August 2015 Accepted: 6 October 2015 Published: 14 October 2015

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Abstract

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.

Published in	International Journal of Applied Linguistics and Translation (Volume 1, Issue 4)
DOI	10.11648/j.ijalt.20150104.12
Page(s)	61-67
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Language learning context, Critical Thinking Ability, Web 2.0 Environment, Web Assisted Language Learning, Mobile Assisted Language Learning

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Saeid Malek Mohammadi. (2015). Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability. International Journal of Applied Linguistics and Translation, 1(4), 61-67. https://doi.org/10.11648/j.ijalt.20150104.12

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ACS Style

Saeid Malek Mohammadi. Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability. Int. J. Appl. Linguist. Transl. 2015, 1(4), 61-67. doi: 10.11648/j.ijalt.20150104.12

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AMA Style

Saeid Malek Mohammadi. Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability. Int J Appl Linguist Transl. 2015;1(4):61-67. doi: 10.11648/j.ijalt.20150104.12

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@article{10.11648/j.ijalt.20150104.12,
  author = {Saeid Malek Mohammadi},
  title = {Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {1},
  number = {4},
  pages = {61-67},
  doi = {10.11648/j.ijalt.20150104.12},
  url = {https://doi.org/10.11648/j.ijalt.20150104.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20150104.12},
  abstract = {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.},
 year = {2015}
}

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TY  - JOUR
T1  - Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability
AU  - Saeid Malek Mohammadi
Y1  - 2015/10/14
PY  - 2015
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DO  - 10.11648/j.ijalt.20150104.12
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JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
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PB  - Science Publishing Group
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AB  - 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.
VL  - 1
IS  - 4
ER  -

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Author Information

Saeid Malek Mohammadi

Department of English Language, Shahreza Branch, Islamic Azad University, Shahreza, Iran

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Plain Text BibTeX RIS

APA Style

Saeid Malek Mohammadi. (2015). Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability. International Journal of Applied Linguistics and Translation, 1(4), 61-67. https://doi.org/10.11648/j.ijalt.20150104.12

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ACS Style

Saeid Malek Mohammadi. Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability. Int. J. Appl. Linguist. Transl. 2015, 1(4), 61-67. doi: 10.11648/j.ijalt.20150104.12

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AMA Style

Saeid Malek Mohammadi. Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability. Int J Appl Linguist Transl. 2015;1(4):61-67. doi: 10.11648/j.ijalt.20150104.12

Copy | Download

@article{10.11648/j.ijalt.20150104.12,
  author = {Saeid Malek Mohammadi},
  title = {Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {1},
  number = {4},
  pages = {61-67},
  doi = {10.11648/j.ijalt.20150104.12},
  url = {https://doi.org/10.11648/j.ijalt.20150104.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20150104.12},
  abstract = {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.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Investigating Language Learning Context Influence: An Approach to Iranian EFL Students’ Critical Thinking Ability
AU  - Saeid Malek Mohammadi
Y1  - 2015/10/14
PY  - 2015
N1  - https://doi.org/10.11648/j.ijalt.20150104.12
DO  - 10.11648/j.ijalt.20150104.12
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 61
EP  - 67
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20150104.12
AB  - 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.
VL  - 1
IS  - 4
ER  -

Copy | Download