Open AccessThe Impact of Reflective Writing on Writing Achievement, Vocabulary Achievement and Critical Thinking of Intermediate EFL Learners
Author(s) -
Narges Sadat Laqaei,
Behdokht Mall-Amiri
Publication year - 2015
Publication title -
journal of studies in education
Language(s) - English
Resource type - Journals
ISSN - 2162-6952
DOI - 10.5296/jse.v5i3.7964
Subject(s) - vocabulary , critical thinking , test (biology) , mathematics education , psychology , control (management) , multivariate analysis of variance , achievement test , standardized test , computer science , linguistics , paleontology , philosophy , artificial intelligence , machine learning , biology
The present study investigated the effectiveness of a rather newly- developed method in language teaching that was reflective writing in improving EFL learners’ writing achievement, vocabulary achievement and critical thinking. To fulfill the purpose of the study, first 60 participants from among 100 intermediate learners studying at Tehran University of Medical Sciences were chosen by means of administrating Preliminary English Test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey(2000),. Then through administrating the writing section of the standard preliminary English test (PET), Vocabulary Test, and Critical Thinking Questionnaire developed by Honey (2000), 60 out of 90 remaining learners were chosen to serve as the participants of the study. Two groups, a control group and an experimental group, were formed. The experimental group was provided with reflective writing instructions, while the control group received the routine writing practices. To see if the independent variable had significant effects on writing achievement, vocabulary achievement, and critical thinking, a Multivariate Analysis of Variance test was run the results of which revealed that the treatment significantly improved vocabulary, writing and critical thinking of the learners.