The Effectiveness of Critical Thinking on Enhancing Productive Skills among Iranian EFL Pre-Intermediate Learners

Document Type: Original Article

Authors

1 Ph.D Candidate, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

2 Assistant Professor, Department of English Language Teaching, , Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

10.22108/are.2019.118748.1489

Abstract

The objective here is to assess this theme. The statistical population consist of 164 pre-intermediate attendees of EFL in an English Language Institute in the city of Babol selected for taking an OPT test. The participants are 80 Iranian pre-intermediate EFL students within 10-20 year range, enrolled in Shokouh English language institute in Babol, who were randomly divided into two experimental and two control groups of (N=20) for each group during summer 2018 through the non-probability sampling design. Then, IELTS pre-intermediate speaking and writing tests are taken as pre-test to make sure that they have failed to have a previous knowledge of objective structures. Unlike the control group, the participants in the experimental group are told to apply critical thinking instructions in learning speaking and writing skills. After intervention, the same pretest is taken to the participants in both groups as the posttest to determine the result of gaining the medical aid. Independent and paired sample t-tests are run to answer the research questions. The results indicate that critical thinking is highly contributive in learning productive skills. The findings of this study can be applied in methodological issues.

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