Effectiveness of using parody-integrated teaching strategy on English as a foreign language learners' writing proficiency and critical thinking /
The main focus of this study is to investigate the effects of parody-integrated teaching strategy on the development of English as a Foreign Language Learners' (EFL) writing proficiency and critical thinking skills. A class comprising 36 undergraduates was studied for this purpose. They con...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
Kuala Lumpur :
Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia,
2018
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| Subjects: | |
| Online Access: | Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. |
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| Summary: | The main focus of this study is to investigate the effects of parody-integrated teaching strategy on the development of English as a Foreign Language Learners' (EFL) writing proficiency and critical thinking skills. A class comprising 36 undergraduates was studied for this purpose. They consisted of students who were doing Engineering at Universiti Tun Hussein Onn Malaysia (UTHM). These students took UWB 10102 Academic English subject as part of their curriculum. In this class, parody-integrated strategy was integrated into the syllabus of the subject. For data collection purposes, Cornell Critical Thinking Test (CCTT) Level X was administered three times; at the beginning, in the middle and at the end of the semester. The test was performed to measure the improvement in students' critical thinking skills. Besides CCTT Level X, argumentative essay was also administered three times to measure students' improvement in their writing skills. Repeated Measures ANOVA was used to analyse the collected scores from the CCTT Level X and argumentative essays. Analysis shows that the EFL students' critical thinking sub-skills which are deduction, induction, credibility and assumption identification did not significantly improve after parody-integrated teaching strategy was applied on them. However, significant improvement was found in their overall critical thinking skill scores over the semester after receiving the treatments. Their scores for the argumentative essay also shows a significant improvement. The present study concludes that parody-integrated teaching strategy brought positive effect on the development of EFL learners' critical thinking skills and writing proficiency. This supports the relevance of using parody to developEFL learners' critical thinking and writing proficiency. The relevance of the study to language teachers was highlighted and the necessary recommendations for future research on parody-integrated teaching and learning was also suggested. |
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| Physical Description: | xvi, 181 leaves : illustrations ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 132-142). |