The Use of the Toulmin Model in a Writing Module to Hone the Critical Thinking Skills of Omani General Foundation Program Students

Moustafa Mohamed Abdelmohsen
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Abstract

This study proposed to enquire into the efficacy of a developed writing module in honing the critical thinking skills of Omani General Foundation Program students. The study utilized a pre-test and post-test quasi-experimental design. The study participants included 70 Omani students and 2 English language teachers. Convenience sampling technique was employed to sample the participants who were divided into experimental and control groups. The experimental group embraced 35 students who studied English at the General Foundation Program of higher education institution “A”. The control group encompassed 35 students who studied English at The General Foundation Program of higher education institution “B”. The control group studied the writing syllabus of institution “B”, while the experimental group studied the study module. The critical thinking pre-test was given before module delivery and the post-test was done after the intervention. ANCOVA test was employed to draw a statistical analogy between the mean scores of pre-test and post-test. The findings affirmed that there was a statistically significant mean variance between the control and experimental group’s scores in the critical thinking post-test. The module notably honed the experimental group’s critical thinking skills.
在写作模块中使用图尔敏模型来磨练阿曼普通基础课程学生的批判性思维技能
本研究旨在探讨开发的写作模块在磨练阿曼普通预科课程学生批判性思维技能方面的功效。本研究采用前测和后测准实验设计。研究参与者包括70名阿曼学生和2名英语教师。采用方便抽样法,将被试分为实验组和对照组。实验组包括35名在高等教育机构“A”普通基础课程学习英语的学生。对照组包括35名在高等教育机构“B”普通基础课程学习英语的学生。对照组研究“B”机构写作教学大纲,实验组研究学习模块。批判性思维前测在模块交付前进行,后测在干预后进行。采用ANCOVA检验对前测和后测均分进行统计类比。研究结果肯定了对照组和实验组在批判性思维后测中的得分有统计学上显著的平均方差。该模块显著地磨练了实验组的批判性思维能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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