International Journal of Applied Linguistics and Translation

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

Received: 31 August 2015    Accepted: 06 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.

DOI 10.11648/j.ijalt.20150104.12
Published in International Journal of Applied Linguistics and Translation (Volume 1, Issue 4, October 2015)
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), 2024. Published by Science Publishing Group

Keywords

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

References
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Author Information
  • Department of English Language, Shahreza Branch, Islamic Azad University, Shahreza, Iran

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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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    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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    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://download.sciencepg.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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    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.
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