Role of Transformative Learning in Developing Global Mindedness in an EFL Literature Studies Context

Abstract

The purposes of this research were to examine the role of transformative learning on the development of the global mindedness of university students in an English as a foreign language literature studies context and to explore student attitudes towards their transformative learning experiences. Participants included 25 second-year English major students who were enrolled in the Introduction to Literature Course in the first semester of the academic year 2018 at a university in Thailand. The instruments used for this study were six lesson plans using transformative learning theory, a global mindedness scale, a reflective writing activity, semi-structured interview questions, and a classroom observation schedule. The t-test, the mean and standard deviation calculations including content analysis were used for data analysis. The findings revealed that the transformative learning experiences had a significant role in improving student global mindedness in the literature studies class via a process of worldview changing; an acknowledgement of differences of ideas, culture, and race; and a disorienting dilemma. The students also expressed positive attitudes towards their transformative learning experiences in the literature studies class.