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Exploring the Use of Oral Communication Strategies by Iranian EFL Critical Thinkers
Current Issue
Volume 2, 2015
Issue 2 (May)
Pages: 6-12   |   Vol. 2, No. 2, May 2015   |   Follow on         
Paper in PDF Downloads: 50   Since Aug. 28, 2015 Views: 2077   Since Aug. 28, 2015
Authors
[1]
Sayyedeh Effat Hosseini, Department of English Language and Literature, Faculty of Humanities, Arak University, Shariati Sq., Arak, Iran.
[2]
Shahrzad Sarfallah, Department of English Language and Literature, Faculty of Humanities, Arak University, Shariati Sq., Arak, Iran.
[3]
Fatemeh Bakhshipour, Department of English Language and Literature, Faculty of Humanities, Arak University, Shariati Sq., Arak, Iran.
Abstract
Active learning occurs in a context in which realization of critical thinking and language skills is provided. Critical thinking is sort of higher order thinking that helps learners act critically through using problem-solving strategies (Gheith, 2007). Likewise, communication strategies are seen as problem-solving mechanisms (Dornye & Komors, 1998). This study investigated the relationship of critical thinking and oral communication strategy use among 71 Iranian students, majoring English Translation and Literature. The data was collected through a critical thinking test and Oral Communication Strategy Inventory. The findings revealed there was a significant relationship between the participants’ critical thinking and their oral communication strategy. Moreover, the strategies for coping with speaking problems acted as the best predictor of learners’ critical thinking.
Keywords
Oral Communication Strategies, Critical Thinking, EFL Learners, Problem-Solving Mechanisms
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