Using a Situated Learning –based Strategy to Develop Some Critical Thinking Skills and Enhance English Language Learning Interest at Preparatory Stage Pupils

Abstract

The research aimed at investigating the effect of using a situated learning –based strategy to develop some critical thinking skills and enhance English language learning interest at preparatory stage pupils. The research employed a one group pre-posttest design. Subjects were (30) female second year preparatory school pupils at Assuit City. The experiment lasted for one academic semester. Tools of the research included: (1) a situated learning- based strategy guide, (2) a critical thinking skills checklist, (3) a critical thinking sub-skills test and (4) an English language learning interest questionnaire. Paired Samples t test was used to reveal significance of differences between means of scores of the study group in the pre and the post implementation of the Critical Thinking Sub- Skills Test and the English Language Learning Interest Questionnaire. Analysis of data indicated significantly better post gains. The research concluded that the proposed situated learning- based strategy guide had a positive effect in developing critical thinking skills and enhancing English language learning interest at preparatory stage pupils.