The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners’ Writing Performance and Their Language Learning Strategies
Recent developments in the field of education have led to a renewed interest in the mediating role of critical thinking abilities (CTA) in the relationship between language learning strategies and the intermediate English as a Foreign Language (EFL) learners’ writing performance. Oxford Placement Te...
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| Vydáno v: | Frontiers in psychology Ročník 13; s. 746445 |
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| Hlavní autoři: | , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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Switzerland
Frontiers Media S.A
21.02.2022
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| ISSN: | 1664-1078, 1664-1078 |
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| Abstract | Recent developments in the field of education have led to a renewed interest in the mediating role of critical thinking abilities (CTA) in the relationship between language learning strategies and the intermediate English as a Foreign Language (EFL) learners’ writing performance. Oxford Placement Test (OPT) was run to homogenize the participants, and 100 intermediate learners out of 235 were selected. Then, two valid questionnaires of Ricketts’ Critical Thinking Disposition and Oxford’s Strategy Inventory for Language Learning were administered. Having administered the questionnaires, the researchers asked the participants to sit for a writing test. The data collected from the questionnaires and as well as the scores of their writing performances were analyzed through SPSS (25.00). The results showed a significant relationship between (a) learning strategies and learners’ writing performances, (b) the sub-sets of learning strategies and learners’ writing performances, and (c) CTA and learners’ learning strategies. However, CTA did not play a mediating role in the relationship between intermediate EFL learners’ learning strategies and writing performance. Based on the results of the study, one might also conclude that strategies seemed to play a more important role in the performance of learners especially their writing performances. Therefore, this study had useful contributions for students, teachers, and curriculum designers. Findings of this research could assist teachers to be aware of learners’ strategies in learning writing and help their students to be responsive to using learning strategies in their learning process and create a satisfactory learning context for using learning strategies. Therefore, learners were able to become independent and feel responsibility for their own learning. Secondly, curriculum developers could take advantage of the findings to include learning strategies training into the curriculum. As a result, students were able to use strategies in their learning process more easily and finally, the results might pave the way for improving the research findings. |
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| AbstractList | Recent developments in the field of education have led to a renewed interest in the mediating role of critical thinking abilities (CTA) in the relationship between language learning strategies and the intermediate English as a Foreign Language (EFL) learners' writing performance. Oxford Placement Test (OPT) was run to homogenize the participants, and 100 intermediate learners out of 235 were selected. Then, two valid questionnaires of Ricketts' Critical Thinking Disposition and Oxford's Strategy Inventory for Language Learning were administered. Having administered the questionnaires, the researchers asked the participants to sit for a writing test. The data collected from the questionnaires and as well as the scores of their writing performances were analyzed through SPSS (25.00). The results showed a significant relationship between (a) learning strategies and learners' writing performances, (b) the sub-sets of learning strategies and learners' writing performances, and (c) CTA and learners' learning strategies. However, CTA did not play a mediating role in the relationship between intermediate EFL learners' learning strategies and writing performance. Based on the results of the study, one might also conclude that strategies seemed to play a more important role in the performance of learners especially their writing performances. Therefore, this study had useful contributions for students, teachers, and curriculum designers. Findings of this research could assist teachers to be aware of learners' strategies in learning writing and help their students to be responsive to using learning strategies in their learning process and create a satisfactory learning context for using learning strategies. Therefore, learners were able to become independent and feel responsibility for their own learning. Secondly, curriculum developers could take advantage of the findings to include learning strategies training into the curriculum. As a result, students were able to use strategies in their learning process more easily and finally, the results might pave the way for improving the research findings.Recent developments in the field of education have led to a renewed interest in the mediating role of critical thinking abilities (CTA) in the relationship between language learning strategies and the intermediate English as a Foreign Language (EFL) learners' writing performance. Oxford Placement Test (OPT) was run to homogenize the participants, and 100 intermediate learners out of 235 were selected. Then, two valid questionnaires of Ricketts' Critical Thinking Disposition and Oxford's Strategy Inventory for Language Learning were administered. Having administered the questionnaires, the researchers asked the participants to sit for a writing test. The data collected from the questionnaires and as well as the scores of their writing performances were analyzed through SPSS (25.00). The results showed a significant relationship between (a) learning strategies and learners' writing performances, (b) the sub-sets of learning strategies and learners' writing performances, and (c) CTA and learners' learning strategies. However, CTA did not play a mediating role in the relationship between intermediate EFL learners' learning strategies and writing performance. Based on the results of the study, one might also conclude that strategies seemed to play a more important role in the performance of learners especially their writing performances. Therefore, this study had useful contributions for students, teachers, and curriculum designers. Findings of this research could assist teachers to be aware of learners' strategies in learning writing and help their students to be responsive to using learning strategies in their learning process and create a satisfactory learning context for using learning strategies. Therefore, learners were able to become independent and feel responsibility for their own learning. Secondly, curriculum developers could take advantage of the findings to include learning strategies training into the curriculum. As a result, students were able to use strategies in their learning process more easily and finally, the results might pave the way for improving the research findings. Recent developments in the field of education have led to a renewed interest in the mediating role of critical thinking abilities (CTA) in the relationship between language learning strategies and the intermediate English as a Foreign Language (EFL) learners’ writing performance. Oxford Placement Test (OPT) was run to homogenize the participants, and 100 intermediate learners out of 235 were selected. Then, two valid questionnaires of Ricketts’ Critical Thinking Disposition and Oxford’s Strategy Inventory for Language Learning were administered. Having administered the questionnaires, the researchers asked the participants to sit for a writing test. The data collected from the questionnaires and as well as the scores of their writing performances were analyzed through SPSS (25.00). The results showed a significant relationship between (a) learning strategies and learners’ writing performances, (b) the sub-sets of learning strategies and learners’ writing performances, and (c) CTA and learners’ learning strategies. However, CTA did not play a mediating role in the relationship between intermediate EFL learners’ learning strategies and writing performance. Based on the results of the study, one might also conclude that strategies seemed to play a more important role in the performance of learners especially their writing performances. Therefore, this study had useful contributions for students, teachers, and curriculum designers. Findings of this research could assist teachers to be aware of learners’ strategies in learning writing and help their students to be responsive to using learning strategies in their learning process and create a satisfactory learning context for using learning strategies. Therefore, learners were able to become independent and feel responsibility for their own learning. Secondly, curriculum developers could take advantage of the findings to include learning strategies training into the curriculum. As a result, students were able to use strategies in their learning process more easily and finally, the results might pave the way for improving the research findings. |
| Author | Namaziandost, Ehsan Izadpanah, Siros Esmaeil Nejad, Maryam Rahbar, Behzad |
| AuthorAffiliation | 2 Assistant Professor of Applied Linguistics, Islamic Azad University, Zanjan Branch , Zanjan , Iran 4 Assistant Professor of Linguistics, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University , Tehran , Iran 3 Department of English, Islamic Azad University, Shahrekord Branch , Shahrekord , Iran 1 Department of English Language Education, Islamic Azad University, Zanjan Branch , Zanjan , Iran |
| AuthorAffiliation_xml | – name: 2 Assistant Professor of Applied Linguistics, Islamic Azad University, Zanjan Branch , Zanjan , Iran – name: 1 Department of English Language Education, Islamic Azad University, Zanjan Branch , Zanjan , Iran – name: 4 Assistant Professor of Linguistics, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University , Tehran , Iran – name: 3 Department of English, Islamic Azad University, Shahrekord Branch , Shahrekord , Iran |
| Author_xml | – sequence: 1 givenname: Maryam surname: Esmaeil Nejad fullname: Esmaeil Nejad, Maryam – sequence: 2 givenname: Siros surname: Izadpanah fullname: Izadpanah, Siros – sequence: 3 givenname: Ehsan surname: Namaziandost fullname: Namaziandost, Ehsan – sequence: 4 givenname: Behzad surname: Rahbar fullname: Rahbar, Behzad |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/35264996$$D View this record in MEDLINE/PubMed |
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| Copyright | Copyright © 2022 Esmaeil Nejad, Izadpanah, Namaziandost and Rahbar. Copyright © 2022 Esmaeil Nejad, Izadpanah, Namaziandost and Rahbar. 2022 Esmaeil Nejad, Izadpanah, Namaziandost and Rahbar |
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| Keywords | mediating role critical thinking writing performance EFL learners language learning strategies |
| Language | English |
| License | Copyright © 2022 Esmaeil Nejad, Izadpanah, Namaziandost and Rahbar. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
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| Title | The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners’ Writing Performance and Their Language Learning Strategies |
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