The Impact of Task repetition on Iranian EFL Learners’ Critical Thinking Ability

This study investigated whether the administration of task repetition strategy brings about significant improvements in Iranian EFL learners’ Critical thinking ability. A pretest-posttest control group design was used in this quasi-experimental research. The study was conducted at a language institute in Tabriz, a city located in the East-Azerbaijan, Iran. Two intact groups with the age range of 11-11 and at the intermediate level were selected for the study. After the administration of PET language proficiency test, 22 homogeneous participants were randomly assigned into the experimental and control groups. As the pretest of the study, in order to explore learners’ critical thinking ability the Cornell critical thinking Test was assigned. Then the experimental group received instruction within 5 sessions, whereas the control group received no instruction. At the end of the treatment, both groups took the same critical thinking test posttest. Using the participants’ answers in both pretest and posttest their critical thinking ability was compared. The results indicated that the critical thinking ability of the experimental group was significantly higher than the control group. The implications are provided for the syllabus designers, textbook writers and EFL teachers.

Keywords:

Critical Thinking , Task , Task repetition