The Effect of Using Dialogic Teaching on Developing English Majors' Critical Thinking Skills and Metacognitive Awareness | ||||
| مجلة کلية التربية فى العلوم التربوية | ||||
| Article 38, Volume 44, Issue 4, October 2020, Page 89-126 PDF (607.83 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jfees.2020.152404 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Amr Fathy Abdelwahab Abdelwahab | ||||
| Abstract | ||||
| The current study aimed at examining the impact of using dialogic teaching on English majors' critical thinking skills and metacognitive awareness. The sample involved 66 EFL freshmen students at the faculty of Specific Education, Zagazig University. Based on the quasi-experimental design, the study involved two groups: an experimental group (n=33) and a control one (n=33). To collect data, a pre-post critical thinking test and a pre-post metacognitive awareness scale were designed and administered to both groups. Findings showed that the experimental group surpassed the control one in overall critical thinking and its dimensions, as well as in overall metacognitive awareness. Accordingly, curriculum designers and EFL instructors need to incorporate various dialogic teaching practices in order to enhance students' reasoning, critical thinking and metacognitive abilities. | ||||
| Keywords | ||||
| dialogic teaching; critical thinking skills; metacognitive awareness; English majors | ||||
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