Abstract
English speaking proficiency requires more than knowing its grammatical and semantic rules. It also includes the knowledge of how native speakers of one language use the language in the context of structures of interpersonal exchange, within which many factors interact. Critical thinking is the deliberate determination of whether we should accept, reject, or suspend judgment about a claim and of a degree of confidence with which the language speakers accept or reject it. The present quasi-experimental study aimed to investigate the impact of teaching critical thinking on the speaking skill of EFL learners. To this end, 44 male and female intermediate students at Respina Talk (i.e., Iran-Canada) language school with the age range of 20-35 were selected in order to achieve the objectives of the study. According to the obtained results, there was a significant relationship between the promotion of critical thinking and EFL learners’ speaking skill. The findings of this study may have some theoretical and practical implications for material developers, EFL teachers, language learners, etc.
Highlights
1.1 Statement of the ProblemFor years, pedagogical circles in ELT have been striving to better the existing methods as well as forging new ones that house a variety of recipes aimed at facilitating the teaching-learning process of language skills
Statistical analyses are presented in detail in order to answer the posed research question and examine the formulated null hypothesis of the study
The analysis of the data elicited clearly rejects the null hypothesis of the research stating that ‘There is no significant relationship between teaching critical thinking and EFL learner’s speaking skill.’
Summary
1.1 Statement of the ProblemFor years, pedagogical circles in ELT have been striving to better the existing methods as well as forging new ones that house a variety of recipes aimed at facilitating the teaching-learning process of language skills. ELT theoreticians have been trying to conjure up the means necessary to help EFL or ESL learners, learn how to speak a foreign or second language. Lazaraton (1996, p.151) says, “For most people the ability to speak a language is synonymous with knowing that language, since speech is the most basic means of human communication.”. Such strong statements have drawn extents of controversy arguing their validity, they have mostly been concurred upon their assertion of the significance of the oral proficiency of the language learners. Lazaraton (1996, p.151) says, “For most people the ability to speak a language is synonymous with knowing that language, since speech is the most basic means of human communication.” such strong statements have drawn extents of controversy arguing their validity, they have mostly been concurred upon their assertion of the significance of the oral proficiency of the language learners. Nunan (1999) rather poetically describes listening as the “Cinderella skill” in second or foreign language learning and yet speaking as the “elder sister”
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