The Effects of Raising Iranian Intermediate EFL Learners’ Critical Thinking on Vocabulary Learning

Abstract

This study is aimed at exploring the impact of applying critical thinking strategies (CTSs) and raising awareness on them on EFL learners’ vocabulary learning. As vocabulary learning is one of the major challenges foreign language learners’ face during the process of learning a language, one way to allay the burden is to assist language learners with applying CTSs during the process of L2 vocabulary learning. After administering Preliminary English Test, the researcher selected 60 female Intermediate students studying English at Arvand Language Institute in Urmia. Two parallel versions of Vocabulary Knowledge Scale (Pribakht and Wesche, 1993) were used as pre- and post-tests to gauge any significant differences between experimental and control groups. The experimental group was instructed on how to employ critical thinking strategies on vocabulary learning. T-test analysis revealed that there were significant differences between the performances of the experimental and control groups. According to the results of the post test, the experimental group manifested considerable improvement and interest in vocabulary following the use of CTSs contributed to better vocabulary learning.