The Role of Critical Sociological Thinking on Young Iranian Advanced EFL Learners' Ingenuity of English Conversation

Sociological Studies of Youth

دوره 13، شماره 44، خرداد 2022، صفحه 9-26   

نوع مقاله: Original Article

شناسه دیجیتال (DOI): 10.22034/ssyj.2021.687068

نویسندگان

Maryam Kaviani^{* 1}؛ Sahar Mahdavi²

¹Ph.D. in Applied Linguistics, Department of English, Babol Branch, Islamic Azad University, Babol, Iran

²MA in Psychology, Babol Branch, Islamic Azad University, Babol, Iran

چکیده

This study considered the critical sociological thinking impact on teaching conversation among young Iranian advanced EFL learners. For this purpose, 40 advanced learners, 17-35 years old, were chosen after administering a nonprobability sampling design from classes at Foreign Language Institute in Babolsar, Iran. These 40 participants were randomly allocated to two groups (one experimental and one control group) each comprising of 20 persons. The participants received a pre-test connected to English conversation separately to ensure that they failed to have previous knowledge. The experimental group received the treatment associated with critical sociological thinking to learn conversation. Then the participants were asked to answer related IELTS Speaking Test. But the control group just received the usual instructions as before. After the treatments, the same pre-test was given to the participants as post-test to evaluate the effect of treatment. After collecting and analyzing the data, the results indicated that critical sociological thinking had a positive effect on teaching conversation in English. The findings of this research can be used in methodological issues.

کلیدواژه‌ها

Critical thinking؛ English conversation؛ Young Iranian؛ Advanced؛ EFL learners

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