STUDENTS' CRITICAL THINKING ENHANCEMENT THROUGH SOCRATIC QUESTIONING: A PEDAGOGICAL STUDY (original) (raw)
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STUDENTS CRITICAL THINKING ENHANCEMENT THROUGH
With this attempt as a backdrop that enhancing students critical thinking (CT) in instructional practices is of vital importance in ESL/EFL classrooms, the current study was carried out to investigate the effect of Socratic questioning (SQ) on students CT skills with reference to the five domains of CT 1). Inference, 2). Recognition of Assumptions, 3). Deduction, 4). Interpretation, and 5). Evaluation of Arguments, in grade 12 in Omani female schools. The present study made an attempt to look for differences among students in using CT skills in reading classes. A quasi-experimental design was used in this study. Therefore, a total of 60 EFL female students distributed in two groups. Data analysis showed statistically significant differences between mean scores of those who are taught through SQ and those obtained by students who are taught CT skills in a normal setting. The students in the experimental group managed to implement better CT skills than those who were taught through traditional methods. Also, results showed that CT domains were significantly affected by SQ skills. In view of the discussion of findings pedagogical implications are explored and recommendations made.
Application of Teachers’ Knowledge of Socratic Questioning in Developing EFL Critical Thinking Skills among Omani Post-Basic Learners, 2020
With the premise that effective use of Socratic Questioning in instructional practices is of vital importance in EFL/ESL classrooms, this study was undertaken to investigate application of Omani EFL teachers' knowledge of Socratic Questioning (SQ) on Students' Critical thinking (CT) in post basic schools. This study is conducted in two phases of investigation. Phase I examined the correlation between teachers' knowledge and actual use of SQ. Phase II study investigated the application of Omani EFL teachers' knowledge of SQ on students' CT in post-basic schools. The present study made an attempt to (a) Determine the relationship between teachers' knowledge of SQ and their actual use of SQ. (b) Ascertain whether there is any statistically significant difference between mean scores of those who are taught through SQ and those who are taught CT skills in a normal setting. (c) Identify CT strategies, the students were able to develop and apply at the end of the intervention phase. A total of 230 EFL teachers, which comprises a 100% of the total population of all EFL post-basic female teachers in Dhofar region of Oman, participated in this study. The multi-method procedures and data analyses showed that (a) There is a strong positive relationship between teachers' perceived knowledge and their actual use of SQ; (b) There are significant differences between mean scores of those who were taught CT through SQ and those who were taught CT skills in a normal setting; (c) There is a clear evidence to suggest that students in the experimental group were able to develop effective CT strategies during the intervention phase. The findings of this study offer a number of implications: (a) For instructional practice that involves the teachers and students; (b) For policy and decision makers; and (c) For syllabus designers and testing and evaluation. In addition, it identifies and proposes certain areas related to pedagogy for future research.
With this premise as a backdrop that effective use of Socratic questioning in instructional practices is of vital importance in English as a forging language (EFL) classrooms, this study was undertaken to investigate application of Omani knowledge of Socratic questioning (SQ) on students' critical thinking (CT) in post basic schools. This study investigates the application of Omani EFL of SQ on students' CT in post basic schools. The present study attempts to a) ascertain whether there is any statistically significant difference between mean scores of those who are taught through SQ and those obtained by students who are taught CT skills in a normal setting. b) identify SQ strategies that helped to develop the students' CT skills. An experimental research design was implemented. There were 60 students participated in this study 30 students in each group. The Mixed method procedures and data analysis showed that, a) significant differences between mean scores of those who were taught CT through SQ and those who were taught CT skills in a normal setting, c) there is clear evidence that students in the experimental group had evolved effective CT strategies during the intervention phase.
The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian EFL Learners
Journal of Language Teaching and Research, 2011
In line with the studies confirming the positive relationship between critical thinking ability and language proficiency, this study intended to investigate the impact of teaching critical thinking skills on reading comprehension ability, as well as the effect of applying debate on critical thinking of EFL learners. For this purpose 60 intermediate students were assigned to two experimental and control groups after being homogenized through a Nelson test. Afterwards, a reading comprehension and a critical thinking appraisal pretest were administered to the two groups. During the term the experimental group received 8 sessions of treatment using debate as a classroom activity. To compare the two groups they were given the same tests as a posttest.The analysis of collected data showed significant difference between the two groups on reading comprehension test, but the difference on critical thinking test was non-significant. However, the results indicate that teaching critical thinking skills in EFL context can improve language learning. The study has implication for course designers, teachers and students.
Advances in Social Science, Education and Humanities Research, 2022
The purpose of this paper is to look at how the Socratic questioning method can be used in EFL teaching and learning. This paper not only describes the method's beliefs and practices, but also assesses its efficacy in improving speaking ability and critical thinking. As the research design, convergent parallel mixed methods provides complete data (test, observation, and interview) to provide a clear interpretation of the Socratic questioning approach. This study was conducted with one teacher and 38 English department students at Tarakan State University in Indonesia. To evaluate quantitative data, Wilcoxon statistical analysis and Rank Spearman correlation analysis were utilized (pre-test and posttest). To evaluate qualitative data, this study used descript ion as analysis, inductive analysis, constructionist analysis, and coding (observation and interview). The Socratic questioning approach has three stages in its execution (preparation, running process, and assessment). The method's investigation reveals that it is beneficial in improving students' speaking skills and critical thinking (significance value.000 0.05). The Rank Spearman correlation demonstrates a strong link between speaking ability and critical thinking (coefficient .866). By selecting and altering topic discussion and Socratic questions, this technique is ideal for teaching and learning EFL. Through the analysis of Socratic questions that stimulate speaking skill and critical thinking, this study establishes the adoption and adaption of the Socratic questioning approach in EFL teaching and learning in Indonesia.
The Effect of Critical Thinking Techniques for improving EFL Reading Skills
Journal of Research in Curriculum Instruction and Educational Technology, 2021
he present study aimed at investigating the effectiveness of critical thinking techniques for improving EFL reading skills. The design of this study is a pre-post, experimental-control group. The experimental group students were taught using critical thinking techniques, while the control group did not receive any training except the regular method. The main question raised in this study was what is the effect of critical thinking techniques in improving EFL reading skills? To this end, the researcher collected data through a reading test and a rubric for correcting it, prepared by the researcher, and judged by the jury members. The reading test was applied to the study sample before and after the implementation. The results of the study revealed that EFL reading selected skills "inference, evaluation, and recognizing vocab." improved among experimental group students because of using critical thinking techniques "debate, problem-solving, self, and pair assessment". This reveals the effectiveness of critical thinking techniques in developing EFL reading skills among Jazan University students. The researcher recommends using new techniques to develop EFL reading skills.
Theory and Practice in Language Studies, 2016
the purpose of the present study was to investigate the impact of teaching critical thinking skills on reading comprehension of Iranian intermediate EFL learners. A sample of 50 students from Arshia Language Institute in Ilam, Iran participated in this study. They were both male and female students who were selected among 80 students based on their performances on PET. The participants were randomly divided into experimental and control groups. First, the two groups were exposed to the pre-test of reading comprehension in order to evaluate their knowledge on reading before the treatment. Based on scores obtained from the Pretest, no significance differences were observed between two groups. After that the treatment was started and the experimental group was exposed to teaching critical thinking skills. Meanwhile, traditional methods of teaching reading comprehension were used for teaching reading comprehension to the control group. Finally, post-test of reading comprehension was delivered to both groups at the end of treatment to check possible differences. To analyze the collected data, ANCOVA was run using SPSS Software Version 16. The results showed that teaching critical thinking skills positively affect reading comprehension of intermediate EFL learners, but the interaction of gender and teaching critical thinking was not significant.
Socratic Questioning to Promote Efl Students’ Critical Thinking in a Language Learning
Yavana Bhasha : Journal of English Language Education, 2019
This paper addressed the use of the Socratic Questioning method as an attempt to promote EFL students' critical thinking in language learning. It is ordinarily understood that the process of learning the language tends to focus more on how to answer questions rather than how to ask productive, systematic, and directed questions. Questioning as a means to fulfil curiosity is a driving factor for critical thinking activities. Questioning is able to direct the task and define the problem so that it will spur and trigger students' critical thinking. The use of Socratic Questioning and critical thinking methods embraces and encourages the analysis of Bloom's taxonomy integrally since Bloom's critical thinking is assigned as one of the highest levels of thinking in cognitive domains. Socratic Questioning, critical thinking, and Bloom's taxonomy are lines that must be passed in a language learning process in order to achieve the quality of skills which surely depends on the quality of thinking.
Journal of the Scholarship of Teaching and Learning, 2015
The purpose of this study was to examine the effect of instruction through debate on the male and female EFL learners’ reading comprehension, and to examine the difference between male and female EFL learners’ perception towards instructing critical thinking (CT) through debate. 88 learners, out of 120, were selected through convenience sampling method. Using a quantitative research method with experimental pre-and post-tests design, this study consisted of 44 participants in the experimental group and 44 participants in the control group. The experimental group received some treatment in the form of “the Meeting-House Debate” strategy, while the control group received no such treatment. After one month and a half treatment of experimental group, both groups participated in the post-test. Data analysis was done using descriptive and inferential statistics procedures. Findings showed that the debate strategy had statistically significant effect on the students’ reading comprehension....
The purpose of the present study was to examine the effect of instruction through debate on male and female EFL learners’ reading comprehension. Also, their perception of critical thinking (CT) instruction was investigated. A quantitative research method with experimental pre-and post-tests design was conducted to collect the data. Eighty-eight EFL learners- who were selected via convenience sampling method- were randomly assigned to two experimental groups (22 males and 22 females) and two control groups (22 males and 22 females). Data were analyzed using descriptive and inferential statistics. The Oxford Placement Test (OPT) was administered to choose the intermediate sample. To ensure the homogeneity of the participants in terms of reading skills, the Reading Comprehension Placement Test (RCPT) was conducted. Also, the California Critical Thinking Skills Test (CCTST) and Read Theory Critical Reading Comprehension Test (RTCRCT) were used as pre-and post-tests to measure the students’ CT skills. Although the findings showed that debate had a statistically significant effect on EFL learners’ reading comprehension ability, the role of gender was not found to be significant. In addition, the results revealed that there was no significant difference between male and female EFL learners’ perception of CT instruction. It was concluded that instructing CT skills through debate resulted in a better understanding of the reading texts.