The Relationship Between Vocabulary Recall and Critical Thinking

The present study aimed to investigate whether there would be any relationship between Iranian EFL learners’ critical thinking (CT) and the ability to recall vocabulary. Moreover, the relationship between gender and recall was investigated. In so doing, 128 upper-intermediate language learners were selected from Islamic Azad University based on convenience sampling. After homogenizing the participants on general language proficiency level using Babel test, the researchers implemented Watson Glaser Critical Thinking Appraisal (W-GCTA) and divided the participants to experimental (critical thinkers) and control (non-critical thinkers) groups. The researchers also gave a researcher-made vocabulary test to the participants to examine their vocabulary knowledge. As a result, 60 unknown words were recognized and used in the form of completion items for both the experimental and control groups. The participants of the groups knew that they should recall the vocabulary items later on a recall test. After applying Mann-Whitney U test, the researchers found that there was a significant difference in recalling ability of the control and experimental groups (U=.40, p<.05). The results revealed that there was a weak correlation between gender and the learners’ ability to recall vocabulary (τb = .113, p = .803). The present study offers some implications for teachers and learners.

کلیدواژه ها:

Assumption ، Critical Thinking ، Deduction ، Implication ، Inference ، Recall ، Recognition