Abstract
The current study explored whether critical thinking skills can be cultivated among Iranian EFL learners through keeping dialogue journals written through paper-and-pen (traditional) and through email (modern). Moreover, the study compared Traditional Dialogue Journal Writing with Modern Dialogue Journal Writing to see which one has probably a greater potentiality for improving critical thinking in an ELT context. To this end, it adopted a quantitative design and selected 85 participants non-randomly from among intermediate EFL learners in Iran. To collect the data, a Preliminary English Test as a homogeneity test and Watson-Glaser Critical Thinking Appraisal Form were utilized. Statistical analysis of the finding revealed that dialogue journaling, both traditional and modern, was a fruitful experience for developing critical thinking. Moreover, contrary to the researchers' assumption, traditional Dialogue journal proved to have a greater potentiality for the development of critical thinking. The study provides implications for ELT contexts.
Highlights
5.1 Results for the first research question To find out whether there were any significant differences between the CG, and EG1, the performance of the two groups on the Watson-Glaser Critical Thinking Appraisal Form was calculated as reported in the following table
5.2 Results for the Second research question To find out whether there were any significant differences between the CG, and EG2, the performance of the two groups on the Watson-Glaser Critical Thinking Appraisal Form was calculated as reported in the following table
5.3 Results for the third research question The third question of the study aimed at finding out whether there was any significant difference between the effects of Modern Dialogue Journal Writing and Traditional Dialogue Journal Writing on Iranian EFL Learners' critical thinking skills
Summary
Objectives of the StudyThe purposes of the study were twofold: (1) to explore whether critical thinking skills can be cultivated among Iranian EFL learners through keeping dialogue journals written via paper-and-pen (traditional) and email (modern), on the one hand, and regular classroom techniques, on the other hand; and (2) to conduct a comparative study of two different instructional techniques including Traditional Dialogue Journal Writing (TDJW) and Modern Dialogue Journal Writing (MDJW) other hands.3.1 Research Questions In dealing with the mentioned issues stated above, the study purported to answer the following questions: RQ1: Does Traditional Dialogue Journal Writing have any significant effects on Iranian EFL learners' critical thinking skills?RQ2: Does Modern Dialogue Journal Writing have any significant effects on Iranian EFL learners' critical thinking skills?RQ3: Is there any significant difference between the effects of Modern Dialogue Journal Writing and Traditional Dialogue Journal Writing on Iranian EFL Learners' critical thinking skills?3.2 Research Hypotheses HO1Modern Dialogue Journal Writing does not have any significant effects on Iranian EFL learners' critical thinking skills.HO2: Modern Dialogue Journal Writing does not have any significant effects on Iranian EFL learners' critical thinking skills.HO3: There is not any significant difference between the effects of Modern Dialogue Journal Writing and Traditional Dialogue Journal Writing on Iranian EFL Learners' critical thinking skills. 3.1 Research Questions In dealing with the mentioned issues stated above, the study purported to answer the following questions: RQ1: Does Traditional Dialogue Journal Writing have any significant effects on Iranian EFL learners' critical thinking skills?. HO2: Modern Dialogue Journal Writing does not have any significant effects on Iranian EFL learners' critical thinking skills. HO3: There is not any significant difference between the effects of Modern Dialogue Journal Writing and Traditional Dialogue Journal Writing on Iranian EFL Learners' critical thinking skills
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