Investigating Students’ Critical Thinking through Questioning Case Study: Third Year Students of Linguistics and ESP at the Department of English at MMUTO
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The present study is concerned with the extent to which teachers’ questions help in developing learners’ critical thinking. It is intended to figure out whether teachers ask students high order questions or low order ones, and whether the degree of students’ participation and involvement in the learning process is determined by the type of questions employed. The present study adopted Bloom’s Taxonomy of Educational Objectives and the Revised Version as an analytical frame work. To carry out our research, two questionnaires distributed to sixteen teachers and sixty students of third year Linguistics and ESP at the department of English at MMUTO. In addition, we have conducted a classroom observation with sixteen teachers who have allowed us to gather a corpus containing (82) questions. The study combines between the qualitative and quantitative methods through using SPSS (Statistical Package for Social Sciences Version 17.0) and qualitative content analysis. The results show that questions are frequently used by teachers. However they tend to use more the questions which target low order thinking skills rather than those which stimulate learners’ critical thinking. The results have also revealed that students’ participation rises when high order questions are used contrary to low order questions. To help students develop their thinking skills we have provided a set of suggestions.
- Département d'Anglais