‘The Relationship between Iranian EFL Learners’ Self-efficacy and Critical Thinking’ by Vahid Ahmadzadeh Barforoush & Ali Salimi Khorshidi

Abstract:

The primary purpose of this study was to investigate the relationship between the self-efficacy and critical thinking of Iranian EFL learners. The secondary purpose of this study was to find out whether the two age groups, 15-18 and 19-22, differed in critical thinking. Three different instruments were used in this study; language proficiency test, self-efficacy questionnaire and critical thinking questionnaire. The study was conducted in two phases. In the first phase, eighty-five students learning English in Iran Mehr Language Institute were invited to take part in the study. Afterwards, sixty of them were chosen as the homogenized members and were given the self-efficacy questionnaire. And then a 30-item critical thinking questionnaire was given to the students. To fulfill the objectives of the study, some statistical techniques such as Pearson Product Moment Correlation and an independent samples t-test were conducted. Based on the results, there was a strong, positive correlation between students’ critical thinking and their self-efficacy, which was statistically significant (r = .991, p = .000). Therefore, the first null hypothesis was rejected in the first phase of the study. The results of the analyses related to the scores obtained from comprehension, analysis, and evaluation of the participants revealed that there was no statistically significant difference between the mean scores of the two age groups on critical thinking (t (58) = 1.65, p = .104˃0.05). Therefore, the second null hypothesis “there is no difference between the critical thinking of 15-18-year-old learners and 19-22-year-old learners” was accepted.

Index Terms: Critical thinking, Language achievement, Language proficiency, Self-efficacy.

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Volume 5 – Issue 3

  1. Group Learning Role in Foreign Language Learning: Group Work vs. Individual Work
    Author/s: Farid Ghaemi, Seyed Moslem Hahsemizadeh, Fazlolah Samimi & Mojtaba Rahmanian
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  2. Evaluation of English Textbooks in High School and Pre-university Based on Table of Content and Course Objectives
    Author/s: Maryam Ghane Shirazi & Mostafa Zamanian
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  3. The Relationship between Iranian EFL Learners’ Self-efficacy and Critical Thinking
    Author/s: Vahid Ahmadzadeh Barforoush & Ali Salimi Khorshidi
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  4. The Relationship between Using Ellipsis in English Writing and English to Persian Translation Quality of Advanced Translation Students
    Author/s: Forouzan Dehbashi Sharif & Razieh Gilani
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  5. An Investigation into the Relationship between Metacognitive Reading Awareness and Reading Comprehension of Iranian EFL learners
    Author/s: Forough Sadeghi & Mostafa Zamanian
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  6. A Modification of Culture-specific Items and Translation Strategies Used by Native and Non-native Translators in Translation of ‘The Blind Owl’ by Sadegh Hedayat
    Author/s: Forouzan Dehbashi Sharif & Sima Shakiba
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  7. Feedback and Writing Performance of Iranian EFL Learners
    Author/s: Fatemeh Alipanahi
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  8. To What Extent the Strategies that Gottlieb Offered in his Subtitling Typology Are Applicable into the Persian-to-English Subtitling?
    Author/s: Forouzan Dehbashi Sharif & Alireza Sohrabi
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  9. Mobile Assisted Language Learning(MALL) and Its Role in Learning of English Language
    Author/s: Om Joshi & Sunil Shah
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  10. Enhancing General Vocabulary of ESL Students through Small Group Discussion
    Author/s: Jaydeep Solanki & Sunil Shah
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  11. Hitches in English Language Learning among Engineering Students
    Author/s: Dr. S. Radhika
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  12. Use of Translation in Language Teaching-Learning
    Author/s: Neha Joshi
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  13. The theme of the Marginalized in the play On a Muggy Night in Mumbai by Mahesh Dattani
    Author/s: Rahul Panchal
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‘Evaluation of English Textbooks in High School and Pre-university Based on Table of Content and Course Objectives’ by Maryam Ghane Shirazi & Mostafa Zamanian

Abstract:

Teachers, learners, textbooks and contexts are the main four facets in educational context. Among these factors, textbooks act as the crucial one in English Language Teaching, particularly while English is considered as the Foreign Language. In Iran, EFL classes in school period are supposed to be the primary source of linguistic input for students. Taking these points into consideration, the present study carries out the evaluation of the last four English books the Iranian students study in high school and pre-university based on their table of content. The result showed the disparity that exists between high school English books and pre-university one. The former aims to make English known to the students with the great emphasis on grammar and vocabulary, while the latter focuses on reading comprehension.

Index Terms: English Language Teaching, English as a Foreign Language, Textbook, Textbook Evaluation

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‘Group Learning Role in Foreign Language Learning: Group Work vs. Individual Work’ by Farid Ghaemi, Seyed Moslem Hahsemizadeh, Fazlolah Samimi & Mojtaba Rahmanian

Abstract:

This study explored the effects of “group work” on the EFL students’ proficiency. The Participants of the study were 134 students at Farzane Language institute. Four different proficiency levels were chosen: 1) Beginner 2) Lower intermediate 3) Upper intermediate and 4) Advanced intermediate. They were randomly divided into control group and experimental. The experimental groups were asked to work with group work techniques and the control group to work individually. Two instruments were used to gather the required data: A 30-item proficiency test for each level and the line of SPECTRUM series. Analysis of the results revealed that those groups of proficiency worked with group work techniques gained better results and the end of the term. Results of the independent t-test showed significant difference between experimental and control groups. Group work as a powerful technique proved itself as one of the best strategies in an EFL environment.

Index Terms: Authenticity, grouping technique and group work, information gap, student-centered learning.

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