Critical thinking and L2 learning in the persian context: A Meta-analysis

Abstract

Correlational studies are one of the rich literatures in Iranian English as a Foreign Language (EFL) studies. In the present study, an attempt is made to provide a systematic review of the correlational studies of Critical Thinking (CT) and Second Language (L2) conducted in Iran. The studies were retrieved from both English and Persian indexing sources such as Google Scholar, Noormags, Civilica, and the Scientific Information Database (SID). Thus, the gray literature was not included. The risk of bias in this systematic review was considered and computed. This review followed the fixed stages of the statistical systematic review, and 77 effect sizes out of 53 published studies were identified. After eliminating seven outliers, 70 studies were included in the meta-analysis (N = 9,120). The findings uncovered that CT and EFL learning had a remarkable relationship in Iran. The results covered that language proficiency is complex and requires further investigation and distinct L2 learning-related skills were moderators among the included studies. Based on the findings, EFL learners of Master of Arts (M.A.) levels showed higher associations with CT. Since this meta-analysis can be considered one of the pioneers in internationalizing CT in EFL education, this study might be a cornerstone for subsequent steps in the teaching and research of CT in Iranian EFL educational fields. However, the high heterogeneity and potential publication bias underscore the need for cautious interpretation and further research.