Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening comprehension and critical thinking ability

Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening... AbstractThe current emphasis on questioning techniques has inspired many EFL teachers to explore the impact of applying different pedagogical teaching strategies on the enhancement of thinking skills. Therefore, the present study aims to investigate the influence of using higher order questioning technique on the listening comprehension achievement and critical thinking ability of Iranian intermediate EFL learners. To reach this end, 40 participants in 4 intact classes in Kish Air Language institute in Mashhad were selected and divided in two groups to be assigned into experimental and control group. The experimental group received higher order questions based on Bloom’s Taxonomy classification for 12 sessions. A pretest and a posttest of English listening comprehension test of TOEFL (TOEFL PBT) and California Critical Thinking Skill Test (CCTST) were administrated in both groups. 2 Independent sample t-tests were utilized to examine the data. Sample t-tests were run to compare the experimental and the control group means on the pretest and posttest of listening comprehension and critical thinking tests. The results surmised that there was a statistically significant difference between the pretest and posttest scores regarding listening comprehension and critical thinking in the experimental group. The results imply that using higher order questions as an instructional technique can enhance learners’ listening comprehension achievement and critical thinking ability. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Language and Cultural Education de Gruyter

Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening comprehension and critical thinking ability

Loading next page...
 
/lp/de-gruyter/teachers-use-of-bloom-s-higher-order-questions-in-class-to-augment-efl-2OdiVdjMMU
Publisher
de Gruyter
Copyright
© 2020 Akram Faravani et al., published by Sciendo
eISSN
1339-4584
DOI
10.2478/jolace-2020-0015
Publisher site
See Article on Publisher Site

Abstract

AbstractThe current emphasis on questioning techniques has inspired many EFL teachers to explore the impact of applying different pedagogical teaching strategies on the enhancement of thinking skills. Therefore, the present study aims to investigate the influence of using higher order questioning technique on the listening comprehension achievement and critical thinking ability of Iranian intermediate EFL learners. To reach this end, 40 participants in 4 intact classes in Kish Air Language institute in Mashhad were selected and divided in two groups to be assigned into experimental and control group. The experimental group received higher order questions based on Bloom’s Taxonomy classification for 12 sessions. A pretest and a posttest of English listening comprehension test of TOEFL (TOEFL PBT) and California Critical Thinking Skill Test (CCTST) were administrated in both groups. 2 Independent sample t-tests were utilized to examine the data. Sample t-tests were run to compare the experimental and the control group means on the pretest and posttest of listening comprehension and critical thinking tests. The results surmised that there was a statistically significant difference between the pretest and posttest scores regarding listening comprehension and critical thinking in the experimental group. The results imply that using higher order questions as an instructional technique can enhance learners’ listening comprehension achievement and critical thinking ability.

Journal

Journal of Language and Cultural Educationde Gruyter

Published: Nov 1, 2020

There are no references for this article.