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Dynamic Interplay of Critical Thinking and Vocabulary Learning Strategies Among Iranian EFL Learners with the Moderating Role of Gender | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 6، دوره 12، شماره 1، تیر 2024، صفحه 87-106 اصل مقاله (863.58 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2024.29043.1618 | ||
| نویسندگان | ||
| Maryam Soleimani1؛ Zahra Aghazadeh* 2؛ Amin Bolourchi3 | ||
| 1Assistant Professor in Applied Linguistics, Farhangiyan University, Urmia, Iran | ||
| 2Ph.D. in Applied Linguistics, Ministry of Education, Salmas, West Azarbaijan, Iran | ||
| 3M.A. in Applied Linguistics, Ministry of Education, Urmia, West Azarbaijan, Iran | ||
| چکیده | ||
| Critical thinking (CT) is extensively considered to be a prevalent notion in teaching and learning processes. Thus, this paper set out to pinpoint the association between EFL pupils’ CT capabilities as well as their vocabulary learning strategies (VLSs) across gender. To do this, 140 Iranian male and female intermediate students studying at Iran Language Institute (ILI) in Urmia, Iran were chosen randomly. The study was conducted in the form of a survey with data being gathered via using Preliminary English Test (PET) to homogenize the students, Schmitt’s VLSs questionnaire to recognize the kinds of the strategies employed by students, as well as Ennis' Cornell Critical Thinking Test (CCTT) to ascertain the students’ CT capabilities. The data was subjected to analysis using the Pearson correlation. The findings indicated a significant association between CT abilities and VLSs. Furthermore, male learners showed more CT skills and VLSs compared to female students. Thus, identifying the students' preferred VLSs would help them overcome the difficulties in learning words. Also, instructors should design classroom activities that encourage learners’ reflective thinking. | ||
| کلیدواژهها | ||
| Critical Thinking؛ EFL Learners؛ Gender؛ Vocabulary Learning Strategies | ||
| مراجع | ||
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