From Book to Screen: Adopting Cinematic Adaptations of Literature in the EFL Classroom to Hone Students' Critical Thinking Skills

Autor/in	Djamàa, Sara
Titel	From Book to Screen: Adopting Cinematic Adaptations of Literature in the EFL Classroom to Hone Students' Critical Thinking Skills
Quelle	In: Computers in the Schools, 35 (2018) 2, S.88-110 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2018.1463010
Schlagwörter	Critical Thinking; Thinking Skills; Higher Education; Teaching Methods; Cognitive Development; Films; College Students; English (Second Language); Second Language Learning; Control Groups; Experimental Groups; Literature; Foreign Countries; Pretests Posttests; Hypothesis Testing; Cognitive Tests; Statistical Analysis; Multivariate Analysis; Algeria; California Critical Thinking Skills Test (College) + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Kognitive Entwicklung; Film; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Literatur; Ausland; Hypothesenprüfung; Hypothesentest; Kognitiver Fähigkeitstest; Statistische Analyse; Multivariate Analyse; Algerien
Abstract	In light of the paramount value placed on critical thinking (CT) in higher education and the scarcity of research into the use of cinematic adaptations to this end, this study investigated the incorporation of film into the source literature to hone students' cognitive skills in the areas of analysis, inference, evaluation, induction, and deduction. Participants were 50 third-year students of English as a foreign language (EFL) enrolled in a university in eastern Algeria for academic year 2015-2016. During the fall semester, the treatment group (n = 24) and the control group (n = 26) took a regular literature course. In the spring semester, the treatment group took a film-literature course and the control group, a reading-only course that drew on Facione's IDEAS critical thinking model. The California Critical Thinking Skills Test (CCTST) was used as a pretest and posttest. Empirical findings indicated that both groups performed on par in all cognitive areas of CT with the exception of inference, wherein the film group outperformed the reading-only group in this dimension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01