Clarisa Livia
16611022
The present study investigated the role of the advanced EFL learners’ private speech production characterized as being the externalization of the process of reasoning during carrying out reasoning-gap tasks. It was observed that while performing the reasoning-gap tasks applied in this study, the EFL learners produced 4 types of private speech, repetition, translation, filler, and question. The results, also, indicated that all these four types of private speech enhanced learners’ reasoning. Besides, this study scrutinized the probable differences between the two groups of control and experimental in order to check their private speech types and reasoning power. The results revealed that private speech production was mostly produced by students in the experimental group rather than the control group. Moreover, results showed that the reasoning of the experimental group was more powerful than that of the control group.
The results of the data analysis to check the probable impacts of private speech on the EFL learners’ reasoning power showed significant differences private speech types made on students’ reasoning. Furthermore, in the current study, private speech produced by the experimental group and their corresponding reasoning power indicated that using higher order thinking enhancing techniques could improve the learners’ quality of reasoning, as well as their power of self-regulation. In fact, such learners who were treated by the techniques of enhancing reasoning paid more attention to the task, and they were more self-regulated. On the other hand, those learners who did not receive treatment, paid less attention to the reasoning-gap tasks, being less self-regulated, and consequently, produced less amount of private speech. Simple thinking cannot be of help in solving the problems of complicated situations, such situations need higher order intelligent capabilities including multifaceted critical thinking.
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