Vol. 2, No. 3 (May 2014)


Does Electronic Homeworking Affect EFL Learners’ Critical Thinking?

Dr. Hamid Ashraf, Islamic Azad University, Torbat-e Heydarieh Branch, Iran
Mr. Mahmood Khosravani, Islamic Azad University, Torbat-e Heydarieh, Iran

Mr. Saeed Ganji Khoosf, University of Sistan and Baluchestan, Zahedan, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 2(3), 05-09.      Download Full Text


Foreign language teaching scientists and scholars search for procedures and techniques to make the students active critical thinkers. This study aims to investigate the effectiveness of electronic homeworking in EFL learners’ critical thinking skill. To this end, 60 EFL college students were chosen randomly. They were divided into two groups, one experimental group (n=30) and one control group (n=30). First, a pretest on critical thinking was given to both groups. Then, the teacher of experimental group gave different tasks and assignments in electronic format to the students during 8 sessions. The tasks and assignments were chosen based on some features such as novelty and having thinking holes, attractiveness for forcing students to think critically, relativity to their background, activating students’ creativity, etc. For example, students were supposed to think critically and search for a specific topic and write a summary based on their own background and interpretation. At the end, a post-test was given to the students in both groups. The students’ scores from the post-test were compared through ttest. The findings of the study revealed a significant relationship between using electronic homeworking and improving critical thinking skill. The results of the study can be beneficial for those who are interested in improving critical thinking skill through using electronic means of communication.

Key words: Critical thinking; Electronic homeworking; Electronic tasks; E-learning


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