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" Investigation of an Inquiry-based Learning Intervention on Undergraduate Saudi Women’s Critical Thinking Skills in an English as a Foreign Language Reading and Writing Class during the Preparatory Year "
Tikruni, Rehabe
Wilkins, Elizabeth A.
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1106241
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| Doc. No
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TLpq2382745963
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| Main Entry
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Tikruni, Rehabe
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Wilkins, Elizabeth A.
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| Title & Author
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Investigation of an Inquiry-based Learning Intervention on Undergraduate Saudi Women’s Critical Thinking Skills in an English as a Foreign Language Reading and Writing Class during the Preparatory Year\ Tikruni, RehabeWilkins, Elizabeth A.
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| College
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Northern Illinois University
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| Date
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2019
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| student score
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2019
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| Degree
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Ed.D.
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| Page No
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194
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| Abstract
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The purpose of this study was to investigate the implementation of an inquiry-based learning (IBL) intervention and its influence on the critical thinking (CT) skills of Saudi women undergraduates enrolled in an English as a Foreign Language (EFL) reading and writing course during the preparatory year. This study utilized a qualitative case study design from one public university in Saudi Arabia during the second semester of the preparatory year English program in Fall 2018. Thirty-five women participated in the IBL intervention and the pre- and post-reflective essays. To delve deeper into perceptions about IBL and its potential influence on critical thinking, 6 of the 35 women in the class and the course instructor participated in the interview phase of the study. Data were collected via pre- and post-intervention interviews as well as pre- and post-intervention reflective essays. Data were then analyzed using coding and textual analysis. The findings from this study revealed that when an IBL intervention was implemented, there was some improvement in EFL students’ CT skills in reading and writing. Additionally, the women identified advantages and challenges of IBL. One advantage included an increase in the women assisting one another in exchanging knowledge and language learning, which stimulated their CT skills in reading and writing. In turn, this encouraged them to work toward becoming more independent learners and problem solvers. The findings also indicated a decrease in plagiarized words and ideas from the original article compared with pre-IBL writing. Finally, the use of IBL helped to build positive relationships between the students and the instructor. The role of the instructor became one of facilitator and mediator; she monitored, guided, and provided support (e.g., scaffolding information). The women also faced challenges during the IBL intervention. First, there was a lack of participation in group discussions by some women. This was evident when the students’ language proficiency hindered their ability to 1) comprehend the reading text written in English, 2) engage in group discourse when held in English, and 3) think and write using higher-level thinking skills. Second, the instructor reported that the IBL process took more time to prepare lessons and find resources. Practical implications and suggestions are shared that include several pedagogical techniques to tackle the challenges found in the study that specifically address the traditional method typically used in Saudi EFL classrooms versus the IBL model.
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Curriculum development
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English as a second language--ESL
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