ماهان ایهاوندی، کارشناسی ارشد آموزش زبان انگلیسی، دکتر علیرضا نجفی

نام و نام خانوادگی:ماهان ایهاوندی
عنوان پایان نامه: Submitted in partial fulfillment of the requirements For the degree of Master of Art
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر علیرضا نجفی
چکیده:

This quantitative study investigated the impacts of self-assessment (SA) and peer-assessment (PA) on Iranian Pre-intermediate EFL Learners’ critical thinking (CT) skill and creativity. A total number of 40 EFL learners with Persian as their L1 participated in this study and they were selected out of the pre-intermediate L2 learners of ACECR English Academy in Ahvaz. To determine the homogeneity of participants, Oxford Quick Placement Test (OQPT) was administered. Then, the homogeneous participants were divided into two groups and qualitative data were collected during 3 weeks while students in one group used SA and the other group used PA. Next, the scores from the California Critical Thinking Skills Test (CCTST) and Torrance Test of Creative Thinking (TTCT) presented the quantitative data. The major findings of this study indicated that CT posttest mean score of the SA group learners was smaller than those of their counterparts in the PA group; additionally, it was indicated that the PA learners’ creativity improved more compared to their counterparts in SA group. More precisely, it was demonstrated that there was a positive moderate relationship between CCTST and TTCT scores of the SA group; nonetheless, there was a strong positive relationship between the CCTST and TTCT scores of the learners in the PA group, and this relationship turned out to be statistically significant.

کلیدواژه:

Self-Assessment, Peer-Assessment, Critical Thinking, Creativity