Critical Thinking Ability in Different Genders of EFL Learners

• 발행기관: 한국영어학학회
• 저자명: Eun Jeo Kim
• 간행물 정보: 『영어학연구』영어학연구 제26권 1호, 149~174쪽, 전체 26쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2020.04.30

영문 초록

The purpose of the current study was to investigate gender differences in the critical thinking ability (CTA) of EFL learners. To accomplish this objective, the Watson-Glaser’s Critical Thinking Appraisal (WGCTA) results of 278 EFL learners (male/female = 137/141) were collected for a year. The participants took an adapted version of the WGCTA which consists of answering 50 questions in 45 minutes. The results demonstrated that females scored higher than males in mean results and showed significant differences in particular areas. Both female and male learners scored high in interpretation, low in inference and analyzing argument. Males scored lowest in inference and deduction, while female participants’ results were better in deduction and interpretation, both at statistically significant levels. Both genders’ weakest components were concentrated in argumentation. However, the findings of this study should be regarded as preliminary due to the limited sample numbers. The results may need replication in a longitudinal study to more fully understand the educational and societal implications of gender gaps and the mechanisms of gender differences in CTA.

목차

1. Introduction

2. Literature on Gender Discrepancy in Cognition and in EFL Achievements

3. Method

4. Results

5. Discussion

6. Concluding Remarks

키워드

critical thinking ability (CTA) different gender EFL learners Watson-Glaser’s Critical Thinking Appraisal argumentation