Document Type : Research Paper

Authors

1 M.A. in Educational Psychology / An Education Office Counselor in Alborz Province District 1

2 Assistant Professor, Educational Psychology Dept., Karaj Branch, Islamic Azad University, Karaj, Iran

Abstract

The present study was carried out in order to investigate the Impact of learning styles and applying semantic-mapping on the high school students’ critical thinking ability and English vocabulary learning improvement. To this end, a sample of 123 female high school students were randomly selected from 4 educational districts of Karaj narrowed down to Farzanegan High school in 1st district using accidental cluster sampling method.The students did the Critical Thinking Questionnaire (Honey, 2004) and Learning Style Questionnaire (O’Brien, 1989) in the pre and post-test steps. They also were administered a general proficiency test of Nelson (A050) for the purpose of homogeneity, and a vocabulary test to ensure their illiteracy of them at the onset of the treatment. In addition, the same vocabulary test was taken as a post-test after 12 sessions of instruction and learning through semantic-mapping, as a vocabulary learning strategy. The data was collected. Based on the statistical analysis, the results showed the learning styles had no statistically significant impact on the students’ critical thinking ability and their vocabulary learning improvement (two-way, and ANOVA analyses) the first and second hypotheses of the study were confirmed. The third and fourth hypotheses were rejected as the results revealed that semantic-mapping had a statistically significant impact on the critical thinking ability and vocabulary learning improvement of the participants (independent T-tests). Then, some pedagogical and practical implications and suggestions for further research as well as limitations of the study are provided.
Keywords: Cognitive Learning Styles, semantic-maps, and critical thinking

Keywords

آری، دونالد، جیکوبز، لوسی چسر، و رضویه، اصغر. (1990). روش تحقیق در تعلیم و تربیت. ترجمه وازگن سرکیسیان، مینو نیکو، ایما سعیدیان. (1380). تهران: سروش.
حجازی، الهه و برجعلی لو، سمیه. (1388). تفکر انتقادی، سبک‏های هویت و تعهد هویت در نوجوانان: ارائه یک مدل علّی. دو فصلنامه روانشناسی معاصر، 4(2)، 3-15.
عاشوری، محمد، پور محمد رضای، معصومه، جلیل آبکنار، سیده سمیه و عاشوری، جمال. (1391). اثربخشی یادگیری و بازآموزی اسنادی بر حل مسأله ریاضی. روانشناسی تحولی: روان شناسان ایرانی، 8(31)، 247-255.
عاشوری، جمال، آزادمرد، شهنام، جلیل آبکنار، سیده سمیه و معینی کیا، مهدی. (1392). الگوی پیش‏بینی پیشرفت تحصیلی بر اساس راهبردهای شناختی و فراشناختی، جهت‏گیری هدف‏های پیشرفت و هوش معنوی در درس زیست‏شناسی. روانشناسی تحولی: روان شناسان ایرانی، 2(4)، 118-136.
همایونی، علیرضا، کدیور، پروین و عبداللهی، محمدحسین. (1385). رابطه سبک‏هاییادگیری، سبک‏های شناختی و انتخاب رشته‏های تحصیلی در دانش آموزان پسر دبیرستانی. روانشناسی تحولی: روان شناسان ایرانی، 3(10)، 137-144.
References
Abdelrahman, B., & Mohammed, O. N. E. (2013). The Effect of Teaching Vocabulary through Semantic Mapping on Efl Learners’ Awareness of Vocabulary Knowledge at Al Imam Mohammed Ibin Saud Islamic University. International Interdisciplinary Journal of Education, 2(7), 722-731.
Abdollahzadeh, E., & Amiri Vardani, N. (2010). The effect of vocabulary instruction through semantic mapping among EFLlearners with different perceptual learning styles. Journal of English Language Studies, 1(2), 1-22.
Abu-Dabat, Z. I. (2013). The Achievement and Development of Critical Thinking Skills in the Arabic Language of Adolescent Pupils With reference to The Primary Stage throughout Jordan. International Journal of Humanities and Social Science, Vol. 3 No. 5, 155-162.
Al-Hebaishi, S. M. (2012). Investigating the relationships between learning styles, strategies and the academic performance of Saudi English majors. International Interdisciplinary Journal of Education, 1(8), 510-520.
Allamnakhrah, A. (2013). Learning critical thinking in Saudi Arabia: Student perceptions of secondary pre-service teacher education programs. Journal of Education and learning, 2(1), 197.
Alotaibi, K. N. R. (2013). The effects of blended learning on developing critical thinking skills. Education Journal, 2(4), 176-185.
Ammons, J. H., & Friday-Stroud, S. S. (2009). Enhancing Performance in Critical Thinking.
Baghban, V., & Zohoorian, Z. (2012). The relationship between Iranian English language learners’ learning styles and strategies. Journal of Language Teaching and Research, 3(4), 771-777.
Bloom, B. S. (1956). A taxonomy for critical thinking abilities. Retrieved on April 26th, 2014, from:
Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational researcher, 13(6), 4-16.
Bloom, B. S. (1987). A Response to Slavin's Mastery Learning Reconsidered. Review of Educational Research, 57(4), 507-8.
Brown, H. D., &吳一安. (2000). Principles of language learning and teaching.
Burris, S., & Garton, B. L. (2006). An investigation of the critical thinking ability of secondary agriculture students. Journal of Southern Agricultural Education Research, 56(1), 18-29.
Carroll, R. T. (2007). Becoming a critical thinker. Retrieved on May 27th, 2015, from:
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review.
Cohen, A. D. (2011). Second language learner strategies. Handbook of research in second language teaching and learning, 2(Part V), 681-698.
Cooper, S., & Patton, R. (1997). Writing logically, thinking critically.
Cysouw, M. (2010). Semantic maps as metrics on meaning. Linguistic Discovery, 8(1), 70-95.
Dewey, J. (2004). Democracy and education. Courier Corporation.
Facione, P. A. (2007). Critical thinking: What it is and why it counts. 2006.
Fahim, M., & Ahmadi, H. (2012). Critical thinking, content schemata, and EFL Readrs’ comprehension and recall. Journal of Comparative Literature & Culture, 1(1), 23-28.
Fahim, M., & Komijani, A. (2011). Critical thinking ability, L2 vocabulary knowledge, and L2 vocabulary learning strategies. Journal of English studies, 1, 23-38.
Farajollahi M., Najafi, H., Nosrati Hashi K. & Najafiyan S. (2013). Relationship between Learning Styles and Academic Achievement of University Students. Quarterly of Education Strategies in Medical Sciences, 6(2): 83-88.
Farhadi, H., Jafarpur, A., & Birjandi, P. (2006). Testing Language Skills: From Theory to Practice. Tehran: SAMT.
Ghanizade & Mirzayi, S. (2012). EFL Learners' Self-regulation, Critical Thinking and Language Achievement. International Journal of Linguistics, Vol. 4, No. 3, 451-468.
Haan, de Ferdinando (2007). Building a semantic map: Top-down vs. bottom-up approaches. Retrieved on September 17th, 2015, from:
Honey, P. (2004). Critical thinking questionnaire. Retrieved on Oct 12th, 2004 from:
Howard, V. A. (1983). Critical Thinking and Education. Teachers College Record Volume 85 Number 1, p. 154-157.
Janda, A. L. (2004). What is the role of semantic maps in cognitive science? University of North Carolina: Chapel Hill. Retrieved on September 17th, 2015, from:
Jokar, M. (2012). The relationship between perceptual learning style preferences and listening comprehension strategies of Iranian intermediate EFL learners. Academic Research International, Vol. 2, No. 2, 739-745.
Kafipour, R., Yazdi, M., & Shokrpour, N. (2011). Learning styles and levels of vocabulary learning among Iranian EFL learners. European Journal of Social Sciences, 25(3), 305-315.
Kalelioglu, F., & Gülbahar, Y. (2014). The Effect of Instructional Techniques on Critical Thinking and Critical Thinking Dispositions in Online Discussion. Educational Technology & Society, 17(1), 248-258.
Kamali, Z., & Fahim, M. (2011). The relationship between critical thinking ability of Iranian EFL learners and their resilience level facing unfamiliar vocabulary items in reading. Journal of Language Teaching and Research, 2(1), 104-111.
Kanzaki, K., Ma, Q., Murata, M., & Isahara, H. (2001). Classification of adjectival and non-adjectival nouns based on their semantic behavior by using a self-organizing semantic map. Retrieved on September 17th, 2009, from:
Keefe, J. W. (1989). Learning Style Profile Handbook: II. Accommodating Perceptual, Study, and Instructional Preferences.
Khabiri, M. & Zarrinsadaf, M. T. (2013). Asynchronous web-based discussion forums in a blended learning environment: boosting learners’ critical thinking. International Journal of Instructional Technology and Distance Learning, Vol. 3 10. No. 9, 3-24.
Khodae Balestane, M., Hashemnezhad, H., & Javidi, S. (2012). The relationship between language learning strategies and thinking styles of Iranian EFL learners. International Journal of Research Studies in Language Learning, 2(4).
King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational psychologist, 39(1), 5-18.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4(2), 193-212.
Kolb, D.A. (1984). Experiential learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall Inc.
Kondakçi, E. U. & Aydin, Y. C. (2013). Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy. Educational Sciences: Theory & Practice, 13(1), 666-670.
KÜÇÜK, M. (2012). The relationship between online learners’ learning styles and learning strategies. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), Vol.42, 287-298.
Kuhn, D. (1999). A developmental model of critical thinking. Educational researcher, 28(2), 16-46.
Lee, C. K. (2010). An overview of language learning strategies. Arecls, 7, 132-152.
Lee, S. H. (2003). ESL learners’ vocabulary use in writing and the effects of explicit vocabulary instruction. System, 31(4), 537-561.
Lim, S. E. (2010). Developing Reflective and Thinking Skills by Means of Semantic Mapping Strategies in Kindergarten Teacher Education. Early Child Development and Care Volume 173, Issue 1, pp. 55-72.
Lipman, M. (2003). Thinking in education. Cambridge University Press.
Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35(3), 338-352.
Mah, B. Y. (2011). Semantic mapping: A visual and structured pre-writing strategy in the process of essay writing. ESTEEM Academic Journal UiTM Pulau Pinang, 7, 81-92.
Majid, A., & Levinson, S. C. (2003). Quantifying semantic regularity across languages. Retrieved September 17, 2009, from:
Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1-13.
Meara, P., Rodgers, C., & Jacobs, G. (2000). Vocabulary and neural networks in the computational assessment of texts written by second-language learners. System, 28(3), 345-354.
Myers & Dyer, J. E. (2006). The influence of student learning style on critical thinking skill. Journal of Agricultural Education, Vol. 47, No. 1, 43-52.
Myers, D.G. (2003). Exploring Psychology, (5th Ed). New York: Worth.
Naeini, J. (2005). The effects of collaborative learning on critical thinking of Iranian EFL learners. Unpublished Master Thesis, Islamic Azad University of Tehran, Central branch, Iran.
Nilforoushan, S. (2012). The effect of teaching vocabulary through semantic mapping on EFL learners' awareness of the affective dimensions of deep vocabulary knowledge. English Language Teaching, 5(10), 164.
Nirmala, T., & Shakuntala, B. S. (2011). Concept mapping—An effective tool to promote critical thinking skills among nurses. Nitte University Journal of Health Science, 1(4), 21-26.
Nosratinia, M., & Sarabchian, E. (2013). Predicting EFL learners’ Emotional Intelligence and critical thinking ability through Big-Five Personality Traits: A study on psychological characteristics of EFL learners. International Journal of Scientific & Engineering Research, 4(9), 500-515.
Novak, J. D., & Canas, A. J. (2008). The theory underlying concept maps and how to construct and use them. Retrieved on September 17th, 2009, from:
O’Brien, L. (1989) Learning Styles: Make the Student Aware. National Association of Secondary School Principals Bulletin, 73: 85-89.
O'Brien, T. P. (1991). Relationships among selected characteristics of college students and cognitive style preferences. College Student Journal.
Olejarczuk, E. (2014). Investigating the relationship between learning styles, learning strategies and students’ performance in a blended learning course: A research proposal. Konińskie Studia Językowe (KSJ), Vol. 2(3), 257-271.
Oxford & BurryStock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for language Learning (SILL). System, 23, 153-175.
Oxford, R. & Nyikos, M. (1989). Variables Affecting Choice of Language Learning Strategies by University Students. The Modern Language Journal, Vol. 73, No. 3, 291-300.
Oxford, R. (1996). Afterword: What have we learned about language learning strategies around the world? In R. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 247–249). Honolulu: University of Hawaii Press.
Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17(2), 235-247.
Oxford, R. L. (Ed.). (2003). Language learning styles and strategies. Mouton de Gruyter.
Padidar, H. A., Tayebi, G., & Shakarami, A. (2015). The Relationship between Learning Styles and Vocabulary Learning and Retention. Spectrum, 4(1).
Paul, R. W., & Binker, A. J. A. (1990). Critical thinking: What every person needs to survive in a rapidly changing world. Center for Critical Thinking and Moral Critique, Sonoma State University, Rohnert Park, CA 94928.
Pedder, R. A. (2006). Thinking Well: Getting beyond the mundane.
Pourboghrat Afiat, F. (1997). Learning styles-teaching strategies similarity scores and their relationship to achievement and attitude of gifted mathematics students. ETD collection for University of Nebraska, Lincoln, the U.S.A.
Reid, J. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87-109.=
Roberts, T. G., & Dyer, J. E. (2005). The relationship of self-efficacy, motivation, and critical thinking disposition to achievement and attitudes when an illustrated web lecture is used in an online learning environment. Journal of Agricultural Education, 46(2), 12-23.
Rudd, R. D., Baker, M., & Hoover, T. (1998). Student and faculty learning styles within academic units in the University of Florida's College of Agriculture. NACTA Journal, 42(3), 18-24.
Salehi and Bagheri, M. S. (2011). The Relationship between Reid’s Learning Styles and Oxford’s Language Learning Strategies in Adult EFL Learners of Iran Language Institute. Iranian EFL Journal, Volume 7, 2011 Index.
Saule, R.,& Bronislava, G. (2005). Developing Child's Thinking Skills by Semantic Mapping Strategies. Retrieved on September 17th, 2015, from:
Seliger, H. W. & Shohami, E. G. (1989). Second Language Reasearch Methods. L.A: Oxford University Press.
Shmais, W. A. (2003). Language Learning Strategy Use In Palestine. The Electronic Journal for English as a Second Language, Volume 7, Number 2, 1-13.
Skehan, P. (1991). Individual differences in second language learning. Studies in second language acquisition, 13(02), 275-298.
Stein, B. S., Haynes, A. F., & Unterstein, J. (2003, December). Assessing critical thinking skills. In SACS/COC Annual Meeting, Nashville TN.
Sternberg, R. (1985). Critical Thinking: Its Nature, Measurement, and improvement. In F. R. Link (ed.) Essays on the Intellect. Alexandria, Va.: Association for Supervision and Curriculum Development.
Suliman, W. A. (2006). Critical thinking and learning styles of students in conventional and accelerated programs. Int Nurs Rev., 53(1), pp. 73-79.
Talamas, A., Kroll, J. F., & Dufour, R. (1999). From form to meaning: Stages in the acquisition of second-language vocabulary. Bilingualism: Language and Cognition, 2(01), 45-58.
Torff, B. (2006). Expert Teachers’ Beliefs about Use of Critical-Thinking Activities with High and Low-Advantage Learners. Teacher Education Quarterly, v33 n2 p37-52.
Torres & Cano, J. (1995). Critical thinking as influenced by learning style. Journal of Agricultural Education, Volume 36, Number 4, pp. 55-62.
Tsai, Y. R. (2012). Investigating the Relationships among Cognitive Learning Styles, Motivation and Strategy Use in Reading English as a Foreign Language. International Journal of Business and Social Science, Vol. 3 No. 13, 188-197.
Tulbure, C. (2012). Investigating the relationships between teaching strategies and learning styles in higher education. Acta Didactica Napocensia, Vol. 5, No.1, 65-74.
Vacca, R. T.,& Vacca, J. L. (2013). Content Area Reading: Literacy and Learning across the Curriculum (11th Ed.). TN: Pearson.
Warnick, B., & Inch, E. S. (1994). Critical thinking and communication: The use of reason in argument. Macmillan College.
Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27(01), 33-52.
Wei, H. E. (2015). A Tentative study of Learning Styles and Vocabulary Learning Strategies of Non-English Majors in Minority Academy. International Conference on Education, Management and Computing Technology (ICEMCT). Pp. 1325-1327.
Willingham, D. T. (2008). Critical thinking: Why is it so hard to teach?.Arts Education Policy Review, 109(4), 21-32.
Witkin, H. A., Moore, C. A., Oltman, P. K., Goodenough, D. R., Friedman, F., Owen, D. R., &Raskin, E. (1977). Role of the field-dependent and field-independent cognitive styles in academic evolution: A longitudinal study. Journal of educational Psychology, 69(3), 197.
Wu, J. (2011). Effects of learning styles on self-directed foreign language vocabulary learning. Reading.
Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352.
Zare, P. (2012). Language learning strategies among EFL/ESL learners: A review of literature. International Journal of Humanities and Social Science, 2(5), 162-169.