Development of EFL Student Global Mindedness Through Transformative Learning in the Literature Classroom at a Thai University
Development of EFL Student Global Mindedness Through Transformative Learning in the Literature Classroom at a Thai University
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通过泰国大学文学课堂的变革性学习培养英语学生的全球思维
DOI：
10.1177/1541344620935417
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发表时间：
2020
影响因子：
1
通讯作者：
Sukanya Kaowiwattanakul
中科院分区：
文献类型：
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作者：
Sukanya Kaowiwattanakul
本研究通过在文学课堂上使用变革性学习经验来调查英语作为外语学习者的全球意识。样本包括50名英语专业二年级学生，他们于2018学年在泰国北部的一所公立大学学习文学概论课程。这些工具包括使用变革学习理论促进全球意识的六个教案、全球意识量表、课堂观察时间表和一份半结构化面试问题清单。采用t检验比较受试者参与基于变革性学习理论的活动前后的整体意识。并对学生的作业输出进行了内容分析，以探索他们的变革性学习体验。本研究发现，在参与基于变革性学习理论的活动后，学生的整体意识显著高于参与活动前的整体意识。
This study investigated English as a foreign language learners’ global mindedness through the use of transformative learning experiences in the literature classroom. The sample consisted of 50 second-year English major students who were enrolled in the introduction to literature course in the academic year 2018 at a public university in the northern part of Thailand. The instruments included six lesson plans using transformative learning theory to promote global mindedness, a Global Mindedness Scale, a classroom observation schedule, and a list of semi-structured interview questions. The t test was used to compare the participants’ global mindedness before and after engaging in the activities based on transformative learning theory. Content analysis was also performed on the students’ work output to explore their transformational learning experiences. This study found that student global mindedness following participation in activities based on transformative learning theory was significantly higher compared to their global mindedness prior to engaging in the activities.