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Hoorijani, Shaho, Heidari Tabrizi, Hossein. (1402). Improving EFL Learners’ Argumentative Writing through Critical Thinking Disposition: Focus on Gender-Related Differences. پژوهشنامه مدیریت اجرایی, 02(1), 157-174. doi: 10.22080/iselt.2023.25923.1056
Shaho Hoorijani; Hossein Heidari Tabrizi. "Improving EFL Learners’ Argumentative Writing through Critical Thinking Disposition: Focus on Gender-Related Differences". پژوهشنامه مدیریت اجرایی, 02, 1, 1402, 157-174. doi: 10.22080/iselt.2023.25923.1056
Hoorijani, Shaho, Heidari Tabrizi, Hossein. (1402). 'Improving EFL Learners’ Argumentative Writing through Critical Thinking Disposition: Focus on Gender-Related Differences', پژوهشنامه مدیریت اجرایی, 02(1), pp. 157-174. doi: 10.22080/iselt.2023.25923.1056
Hoorijani, Shaho, Heidari Tabrizi, Hossein. Improving EFL Learners’ Argumentative Writing through Critical Thinking Disposition: Focus on Gender-Related Differences. پژوهشنامه مدیریت اجرایی, 1402; 02(1): 157-174. doi: 10.22080/iselt.2023.25923.1056

Improving EFL Learners’ Argumentative Writing through Critical Thinking Disposition: Focus on Gender-Related Differences

Interdisciplinary Studies in English Language Teaching
دوره 02، شماره 1، فروردین 2024، صفحه 157-174    اصل مقاله (507.42 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22080/iselt.2023.25923.1056
نویسندگان
Shaho Hoorijani1؛ Hossein Heidari Tabrizi* 2
1Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2English Department, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
تاریخ دریافت: 03 دی 1402،  تاریخ بازنگری: 29 دی 1402،  تاریخ پذیرش: 09 اسفند 1402 
چکیده
Critical thinking disposition as an important feature of the critical thinking concept is considered as the active representation of critical thinking skills. This study investigated the contribution of gender and critical thinking disposition (CTD) on improving Iranian EFL learners’ argumentative writing development. The participants were 150 intermediate EFL learners in five groups ranging from 20 to 30 years of age who were equally divided into three experimental (EGs) and two control groups (CGs); one group only males (CG1), and the other only females (CG2). Participants took two TOEFL writing exams before and after the treatment sessions, followed by a CCTDI questionnaire before and after treatment sessions. The researchers taught both the experimental groups and control groups. Attempts were made to determine whether there were any gender differences at work while the EFL learners in the EGS were exposed to the treatment and the CGs received conventional instruction. The findings indicated no notable variation in writing scores based on gender-related distinctions among the participants in this research (17.84 vs. 18.43), but gender did play a role in the critical thinking disposition scores of the learners in which, male learners significantly outperformed female learners in the CCTDI, and there was a statistically significant difference in CCTDI scores was observed, which indicated a statistical significance among groups: males (M = 355.22, SD = 13.66) and females (M = 325.94, SD = 16.92). The findings provide further evidence for the effectiveness of the role of gender in Iranian EFL learners’ critical thinking disposition.
کلیدواژه‌ها
Argumentative writing؛ Critical thinking disposition؛ EFL Context؛ Gender
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