On Shifting the Narrative Point of View and Critical Thinking in Written Narratives by Iranian EAP Learners: A Step towards Critical EAP

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Sabah Somayyeh; RASHTCHI MOJGAN

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Paper Information

Journal: LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH) Year:2022 | Volume:13 | Issue:1 (67) Page(s): 459-492

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Information Journal Paper

Title

On Shifting the Narrative Point of View and Critical Thinking in Written Narratives by Iranian EAP Learners: A Step towards Critical EAP

Author(s)

Sabah Somayyeh | RASHTCHI MOJGAN | Issue Writer Certificate

Keywords

Critical thinking

EAP

First-person narrative

Point of view

Third-person narrative

Abstract

This study investigated the quantitative and qualitative impacts of shifting the narrative Point of view on the representation of Critical thinking (CT) in Iranian EAP learners’ written narratives. Sixty (30 women and 30 men) students of psychology who were selected based on convenience sampling were randomly divided into two equal experimental groups of the first-person group (FPG) and third-person summary group (TPSG). The researchers initially administered Watson-Glaser Critical thinking appraisal-form A questionnaire (Watson & Glaser, 1980). The independent samples ttest showed no statistically significant difference between the CT of the groups. Then the participants were given the short story of Butterflies (Grace, 1987). The TPSG participants inscribed their reflections on the story in narratives from the third-person perspective, whereas the FPG participants shifted the Point of view and wrote firstperson stories. The content analysis of the first-and third-person data based on Hatton and Smith’ s (1995) taxonomy of writing types illustrated a statistically significant difference between the length and the number of descriptive writing and dialogical reflection clauses in first-person stories versus the number of the same clauses in thirdperson narratives. However, there was no statistically significant difference between the groups’ mean ranks of descriptive reflection and critical reflection clauses. The dialogicality principle of both first-and third-person storylines was shown to be more descriptive, less descriptive reflective, less and less dialogic reflective, and still less critical reflective. The qualitative analysis confirmed that the writings demonstrated a heteroglossia of different writing types.

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APA: Copy

Sabah, Somayyeh, & RASHTCHI, MOJGAN. (2022). On Shifting the Narrative Point of View and Critical Thinking in Written Narratives by Iranian EAP Learners: A Step towards Critical EAP. LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH), 13(1 (67) ), 459-492. SID. https://sid.ir/paper/964074/en

Vancouver: Copy

Sabah Somayyeh, RASHTCHI MOJGAN. On Shifting the Narrative Point of View and Critical Thinking in Written Narratives by Iranian EAP Learners: A Step towards Critical EAP. LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH)[Internet]. 2022;13(1 (67) ):459-492. Available from: https://sid.ir/paper/964074/en

IEEE: Copy

Somayyeh Sabah, and MOJGAN RASHTCHI, “On Shifting the Narrative Point of View and Critical Thinking in Written Narratives by Iranian EAP Learners: A Step towards Critical EAP,” LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH), vol. 13, no. 1 (67) , pp. 459–492, 2022, [Online]. Available: https://sid.ir/paper/964074/en

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