To Assign a Topic or Not: Examining Critical Thinking in English as a Foreign Language Speaking

IF 3.6 2区 文学 Q1 LINGUISTICS
Shengkai Yin, Kaiyang Guo, Danlin Li
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引用次数: 0

Abstract

Research has indicated that self-selected (versus teacher-assigned) topics enhance the linguistic aspects of English as a foreign language (EFL) learners’ performance in learning activities. However, the impact of self-selected topics on non-linguistic meaning-making skills, such as critical thinking (CT), which are essential for content building, has remained understudied. To address this gap in the literature, we examined the effects of two topic-selection approaches – teacher-assigned versus self-selected – on EFL learners’ ability to apply CT in speaking. Forty-two Chinese undergraduate EFL learners were evaluated on their CT in speaking based on their speeches on topics selected using the two methods. The evaluation utilized a six-dimensional rating scale. The results showed that the learners demonstrated significantly higher levels of CT when speaking about self-selected topics than when speaking about teacher-assigned topics. The learners performed better on self-selected topics in five of the six CT dimensions: interpretation, analysis, evaluation, inference and self-regulation. There was no significant difference in their performance in the explanation dimension between the two kinds of topics. The findings have pedagogical implications regarding the selection of topics in speaking tasks and can serve as guidelines for EFL teachers in designing activities to enhance learners’ CT and speaking proficiency.
要不要指定话题?考察英语口语中的批判性思维
研究表明,自选(相对于教师指定)话题能提高英语作为外语(EFL)学习者在学习活动中的语言表达能力。然而,自选话题对非语言意义建构技能(如对内容建构至关重要的批判性思维(CT))的影响仍未得到充分研究。为了填补这一文献空白,我们研究了两种选题方法--教师指定和自主选题--对 EFL 学习者在口语中应用批判性思维(CT)能力的影响。我们对 42 名中国本科 EFL 学习者的口语 CT 能力进行了评估,评估基于他们在两种选题方法下的演讲。评价采用了六维评分量表。结果显示,学习者在谈论自选话题时的口语表达能力明显高于谈论教师指定话题时的口语表达能力。在六个 CT 维度(解释、分析、评价、推理和自我调节)中的五个维度上,学习者在自选话题上的表现更好。两种话题在解释维度上的表现没有明显差异。这些研究结果对口语任务中的话题选择有一定的教学意义,可作为 EFL 教师设计活动提高学习者 CT 和口语水平的指南。
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来源期刊
Relc Journal
Relc Journal LINGUISTICS-
CiteScore
8.10
自引率
10.00%
发文量
64
期刊介绍: The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.
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