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Document Type |
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Thesis |
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Document Title |
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THE RELATIONSHIP BETWEEN CRITICAL THINKING AND VOCABULARY RETENTION IN A SAUDI EFL CONTEXT عنوان الرسالة: العلاقة بين التفكير الناقد واستبقاء المفردات اللغوية الإنجليزية كلغة أجنبية في سياق بيئة تعليمية سعودية |
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Subject |
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English Language Institute |
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Document Language |
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Arabic |
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Abstract |
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This research investigates whether teaching vocabulary in English as a foreign language (EFL) classrooms, using a critical thinking (CT)-based approach, increases vocabulary retention. In addition, it explores EFL students' opinions and attitudes towards this educational experience. The study was conducted at the English Language Institute (ELI) at King AbdulAziz University (KAU), in Jeddah, Saudi Arabia. Participants were female preparatory year students at the university, Saudi nationals, enrolled in four EFL classes at language proficiency level 104, which is equivalent to level B1+ of the Common European Framework Reference (CEFR). This practical study employed a mixed method research through using a questionnaire to collect quantitative as well as qualitative data. In a two-group posttests-only design, the experimental and the control groups were taught vocabulary derived from the students’ course book. Prior to the intervention, a test was conducted to measure the participants’ baseline familiarity with the targeted words; it also aimed at ensuring homogeneity of the study’s groups with respect to English language proficiency. Later, the experimental group was exposed to an approach for teaching vocabulary that requires CT on their part, while the control group was not. Students’ scores on an immediate and a delayed vocabulary tests were analyzed for differences between the two groups in retention of the vocabulary they had been taught. The analysis of the posttest scores showed that the experimental group outperformed the control group in both tests. Additionally, the questionnaire’s data analysis indicates that the students hold very positive views towards the use of CT in EFL vocabulary instruction, and it also reports various gains attributable to the CT intervention, such as, an increase in their level of motivation. This study adds vocabulary retention as another benefit for the utilization of CT in EFL teaching and learning. At the end of the study, a model representing the role of CT in foreign language (FL) vocabulary retention was proposed based on the results.
Keywords: critical thinking (CT) - vocabulary retention - memory - Levels of Processing Theory - Involvement Load Hypothesis - Generative Theory |
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Supervisor |
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Dr. Tariq Elias |
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Thesis Type |
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Master Thesis |
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Publishing Year |
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1438 AH
2017 AD |
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Added Date |
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Thursday, August 24, 2017 |
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Researchers
| بدور سعيد الزهراني | Zahrani, bdoor Saeed | Researcher | Master | |
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